I don’t often have the chance to get in a classroom these days, and even more rare is when I drop into a room with just middle school boys. And after the day I spent doing just that yesterday, I was reminded that I need to do that more often. Ostensibly, I was invited to talk about making smart decisions about the things that they create and publish online (read: Facebook angst). But I also had the chance to talk about how absolutely cool it is to connect with people around the world who share your passions and interests, and to show them some of the fun tools that you can use to to do that. Despite the great responses to my opening Tweet, I’m not sure if they got Twitter (who really does?) but they loved UStream (”We could make our own TV station”) and Jing (”Isthatfree?DoesitworkwithWindows? Isthatreallyfree?”). It was just plain fun to be in the room with these guys…their enthusiasm and interest was palpable, and I could just see their brains cranking with the possibilities.
And not that the brains of the teachers who I had a chance to speak with weren’t cranking as well, but it was interesting (at a minimum) how differently the body language and reactions were. Much more measured and thoughtful. No wiggling in the seats, for the most part. Not that I expected that, but the difference was brought home by one of my hosts when we went to dinner before an evening presentation to parents. (It was a long day.) At one point, as he was talking about his classroom teaching, he said “I always think like a 
kid; I want to learn like a kid.” Yeah. Me too. On some level, this is all play, isn’t it? But it’s directed, collaborative, connected play that has learning as a payoff (much of the time at least.) I love the “throw it against the wall and see what sticks” approach that many kids have about technology (and tree branches and skateboards and whatever else they might be pushing the limits of.) And I wish it were easier for adults to take that approach. Not be so thoughtful. Not think so much, just play.
Tuesday night as I was finishing up the prep for my presentations and scanning the stunning election results from New Hampshire, I got Skype pinged by Arthus who asked “would you be willing to Skype in re: NH?” About the same time I saw a Tweet go by noting that Arthus (who is 14, btw, and probably hates the constant references to that important contextual fact) was broadcasting live at UStream, dissecting the vote tallies coming in from around his home state. A few seconds later, I’m there with about 30 other people, watching and listening to his analysis and his wide ranging discussions with Skyped in guests.
Whoa.
And here I am, the guy doing the spotlight session at NECC on “Creating Live Web TV for the Classroom for Global Audiences” typing into the chat box “Hey Arthus, how do you get Skype to work with UStream?” and Arthus in a much nicer way basically saying “Read my blog, doofus.”
How. Cool. Isthat? (I love playing with language too, obviously.)
Anyway, just for the record, I learned a lot from kids the last couple of days. I could stand to do more of that…
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Will,
I often wonder what we can do to make teacher workshops more about “play.” Patrick Higgins had an interesting post about letting teachers construct meaning in workshops rather than teaching tools directly, so that they’d “learn how to learn.”
It seems that teachers approach workshops somewhat the way students approach class–just tell me what I need to know and be direct about it–no doubt the pressure of time is often on their minds.
When doing a workshop and playing with toys, you can definitely see the enthusiasm factor go up, whether among teachers or students. But I wonder how to set that atmosphere of “play” and “wonder”? Not the cutesy sort of “workshop play” but real play and real relaxed exploration and wonder.
I wrote a post awhile back trying to sort that out–just trying to think outside of the box a little bit, but I am still thinking this one through.
Maybe I should just play and see how it works out
Wonderful post. I’m writing back as I overhear students in our computer lab next door banter about the primary results–they sound as good as the pundits(or better!)
And I think the power of these tools to break down not only school walls, but the “age” and “category” walls, is incredible.
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Will,
Interesting post. I teach middle school computer classes and spend as much time learning from the students as I they do from me.
I saw you in South Dakota at the TIE Conference a couple of years ago and thought “wow that guy knows about things I’ve never heard of”. Since then I took an online class centered around your book “Wikis, Blogs and Podcasts” which got me started on the right track. I now use my RSS reader daily, started a wikii for Web 2.0 project and I’m getting ready to start my 7th graders on blogging. It amazes me how much easier they are to teach when they are engaged and involved in things they like.
I had never heard of Jing, but am checking it out now. I also can’t use Twitter because it is blocked at our district, along with all other social networking sites. Hopefully someday the powers that be will begin to understand that there is education going on there also. Don’t know if I’ll live that long, but I’m trying.
Keep up the good work, there are many of us out here in the hinterlands that need all the help we can get.
Will,
My public high school offers single-gender classes as a choice for students. I am curious, was the all-male middle school class in a public school?? If so, was it the only all-male class at the school? Thanks.
Glad to see I could teach you a little about ustream. We’re all learners in this together. I hope to meet you at EduCon 2.0 where I’ll be presenting.
Just as a correction, I don’t actually live in New Hampshire - I love in Vermont.
Thanks!
You have made us learners as well! You demonstrated that we can all learn from each other. The energy that you brought and the enthusiasm for learning is still very much alive. The boys and teachers are still talking about your ideas and resources. I can say that Jing is alive and well at FCDS. Thank you for sparking the mind of those at FCDS so that we can all learn from each other.
Thanks!
Will - It was a pleasure to meet you at FCDS. Your chat with my 8th graders got them all psyched up. Jing, Ning, VoiceThread, UStream, Twitter (which, you were right, they didn’t really think was that interesting–I did though!). I’m all psyched up about it, too. I was happy to see that our teachers were open-minded to your ideas. Now, one of my goals is to help those open minds incorporate more of this “stuff” into their classrooms.
You do outstanding work and have a charismatic presentation. I hope to pick your brain (and others’ as I build my own network) in the future. I only wish more people had attended the evening presentation.
Hi Will. Just wanted to add a comment about the boys in the middle school class. I sometimes wonder how the “video game mindset” plays into the way students learn. In games, it is OK to die or fail. That is how you learn to become a stronger player. When we fail or lose in sports, it is a way for us to learn. In the classroom, does it seem like we as teachers are afraid to let the students do something wrong as an intentional way to have them learn..or the students sense that we would be unhappy about this. Just a thought.
Michelle
I doubt Arthus would call you doofus. He is much too patient with any of us for that. I love learning like a kid too. One learner in my room told me I am just a big kid - he has me pegged!
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