Technology, Not Tech-magically

Technology: the use of science in industry, engineering, etc., to invent useful things or solve problems. Thank you Merriam-Webster. So, how did this definition evolve into meaning: anything to do with computers? I'm not sure at which point the paradigm changed on that, but I can tell you that technology is not JUST the use of a computer, cell phone, or tablet.

As an Instructional Technology Coordinator I have a variety of conversations surrounding technology. Most of them involve computer technology. And thanks to brilliant minds of our time, technology has taken on a different meaning (or maybe the misinterpreted proxy variables have led to the diluting of the definition). Either way, we have led ourselves to believe that technology is like magic. It feels like magic sometimes. If you don't understand the details and logistics of wireless, networking, fiber, hard drives, clouds, bluetooth, virtual etc., then it truly feels like magic. So it's easy to see why people think it actually is.

To jump straight to my bottom line, technology isn't tech-magically. Every facet of it involves a process that was built by a person. There's programming, hardware, sweat and tears, and lots of cable involved in the technology that makes it to your fingertips everyday. You don't actually need to know those details to operate it, though. That is the essence of the double-edged sword that exists with people in my position. We want you to use it and love it without worrying about the details, but this creates the idea that it should just work. Why can't we snap our fingers and make it work? Can't you click a button and fix this? Is there not an app or website that will accomplish my obscure, specific goals? I feel the pain on both sides of this coin. But I do not want to be guilty of perpetuating the idea that technology is magic.

We are educators. We don't have time 'fo dat'.  I get it. So make the technology work for me. I need a program that meets all of the needs I am outlining to you in this 5 minute run-down in passing in the hallway. What do you mean that doesn't exist? You must be stupid OR you are holding back. But someone, somewhere has to spend lots of man hours and sweat to make that work or to create that crazy app or software. So instead of expecting tech-magic, consider rather that man is the magic, the ultimate work of technology that is humankind is the magic. Computer technology is nothing without human technology, idea technology. The beauty of humanity and this overwhelmingly wonderful age of information is that anyone can learn whatever they choose. Want an app for that crazy idea? Build one. Want a website that meets all of your needs? Get on You Tube, or Google how to build it. That's the beauty of keeping technology in its place....it can never trump us, our ideas, our human magic. So put your computer down, and step away from the metaphorical digital ledge, and know that technology is as flawed as its maker. Technology is incapable. Technology isn't your end-all magic tool....humanity is.

☕Tuesday Tech Tips--Tiny Scanner and Keyboard Shortcuts!

Consumer Tip:
I recently found myself in a situation where I needed to print, sign, and scan back a document to someone. I wasn't at home or in my office at the time, and needed to get it done ASAP! I also didn't want to swipe my debit card to use a public scanner in a hotel lobby. So what did I use instead? I used an app called Tiny Scanner (lite....because I'm cheap). Tiny Scanner (and other scanner apps) use your smartphone's camera to take a picture of the document and then convert it into a scanned PDF (just like a scanner does). You then have the ability to share the scanned documents via email. It saved me money, time, AND energy!

School Tip:
This week's school tip is about keyboard shortcuts. If you aren't using these you may want to reconsider, because they can save you clicks and time. Below is a list of keyboard shortcuts and websites to help you explore deeper if you would like. If you are new to shortcuts, start with just the basics and add from there as you feel comfortable! Happy shortcutting!

The Basics:
Ctrl + C - Copy
Ctrl + V - Paste
Ctrl + X - Delete selected text

Google Chrome Shortcuts:
Ctrl + N - Opens a new window
Ctrl + T - Opens a new tab
Press Ctrl then click a link - Opens a link in a window in the background.
Click a tab and drag it (anywhere) - tears the tab away fro the window and makes it it's own window
Ctrl+1 through Ctrl + 8 - Selects the tab in the specified number position on the tab bar (ie: Ctrl +1 selects the first open tab)
Double-click the blank area on the tab strip - Maximizes or minimizes the window

Windows Shortcuts (that will work in most browsers also):
Ctrl + A - Select all text in a window or defined area
Ctrl + Z - this will undo your last step
Ctrl + Y - will redo anything that was just undone ; )
Ctrl + Backspace - backspace entire words at a time instead of letter by letter
Ctrl + S - Save
Ctrl + O - open a file
Ctrl + P - print
Ctrl + F - find any word on a page, file, document, etc.....Looking for something very specific in a 60 page manual? Press Ctrl + F, then type the keyword you are searching in the text box that pops up!

I gleaned my information from my own experience as well as these awesome articles:
Google - https://support.google.com/chrome/answer/157179?hl=en

Windows - http://www.makeuseof.com/tag/windows-shortcuts-101-ultimate-keyboard-shortcut-guide/

Tuesday Tech Tips--Notetaking and BYOT

Consumer Tip:

As I was trying to fill out some notes yesterday on an outline for a really good workshop I visited, I found myself getting frustrated with the monotonous “fill in the blank/paper-pencil” method. I was very engaged with the speaker and didn’t want to pause my attention to write something down. I am the type of learner that is distracted by that. Notes are necessary sometimes, so I feel like they should also be engaging. My rule of thumb for notes is this: don’t take notes and waste paper unless you REALLY ARE going to reference them later. (mine usually end up lost or in the trash...if we are honest, most of our notes end up lost or in the trash) So in my workshop I didn’t take notes for everything EXCEPT the session that I most wanted to remember . In this case, I needed notes that I KNEW wouldn’t get lost AND that I could easily find for reference at a later time. So a digital method made more sense to me. I used 2 things: my Notes app (that has some new GREAT features) and Skitch.

Skitch

Allow me to nutshell this (because it doesn’t require much elaboration). Download Skitch, allow it to access your camera and photos, take a picture of something, write or draw ON the actual photo. For my note-taking purposes yesterday, I took a picture of the handout with said outline, tapped my draw features, chose text from the pop-out, wrote text over the blanks in the picture of the outline….done! You can also draw arrows on pictures then email the picture to yourself to use in a document. Once you have these, they are saved to your photos (or dump them in Google Drive---download the app!) and you can pull them up by date (how most photos are organized on a smartphone) for reference later. Or, dump them in a pre-created Google Drive folder!

Notes

Notes has added a few features with iOS9. Add a picture to a note, and scribble on a note are the ones I like best. For note-taking, add a picture of a handout to a note, then add any notes or fill-in-the-blank values above or under the pictures. Then, add any scribble notes to that if you desire. Pretty straight-forward, and very handy.

School Tip:

BYOT is not for everyone, I know. I believe in its use, but also know it is not meant to be the end-all, be-all for instructional tools. BYOT is meant to be another tool that supports a specific instructional goal. I think some of us (and I say us for a reason) try to make certain tools (heck, certain people, situations, relationships...i can go on) reach our very high standard for what we want to do. Technology isn’t perfect enough for it to work like magic. All tools aren’t meant to answer all problems. So we have to look at any tool for what it is….a realistic, flawed device that helps one accomplish something specific. Insert BYOT here. Let me back up for a minute and give a scenario. You are introducing different types of rocks. You can only round up a few real-life examples. Have your students whip out their devices to google the different types of rocks so they can see those images. One step further, have them take pictures of certain types of rocks with their devices. You are lecturing through the cold war while students have questions to answer or an outline to fill in. Pull up todaysmeet.com, create a room, let students use devices to ask questions in the background in todaysmeet as you talk. You may just want them to use the browser to look up a definition or a concept. Let them ask Google what something means instead of you. Remember though: DO NOT SHOOT FOR THE STARS WITH STUDENT DEVICES! They are meant to be used as somewhat of a portal to the world, so use them for the web browser only, or for the camera only, and leave the building, creating and designing for the desktop computer. Don’t have such high expectations that your students AND BYOT fail you. Start simple and small and don’t overwhelm yourself.

More Twitter Chats to Engage

As I mentioned in an earlier post, we are trying Twitter chats as a creative way to have conversations with teachers about new/different topics. We thought if we could chat online,  instead of doing face-to-face, it would be more convenient for them. Today, we discussed the Flipped Class.

Chatting to engage on hot-button topics, like flipping, allows us to go deeper than we could in person. You have to minimize your thoughts and opinions into few yet powerful words. As we read, we absorb and process this more immediately and intensely than a verbal conversation. Have you ever realized something was said in a conversation you had HOURS after the conversation took place?

We would love to have constant verbal and present contact with our teachers. Unfortunately we can't right now and might not ever have that. But we can find creative ways to get information to and from them, plant seeds with them, support them, and brag on them, and it doesn't have to be in person. Capitalize on your digital resources and engage your teachers so that they can engage each other, and motivate and inspire you!

If you are a teacher, tweet to engage your co-workers. Do a chat over lunch or in the evenings to share information and ideas. There are other ways to do it than Twitter, so find what works!

As I mentioned above, we chatted on the Flipped Classroom today. We have a few teachers that have successfully flipped, some who are starting to flip lessons, and some that are afraid to flip quite yet. One of our successful "flippers" was able to join our chat and chime in today to add insight for those watching/participating that aren't as far along as he is. This was INVALUABLE! How could we have normally gotten that interaction? We would have had to schedule a meeting with him to give teachers the opportunity to ask questions and they may not have walked away with the same information from an hours worth of time. Not only that, the comments can be seen after the chat is over.

Insightful comments from our #morgantechchat on the Flipped Classroom:

@MorganiTech You can reach every student, in every class, every day. Powerful stuff! #morgantechchat
— A Johnson (@ChemicalPhys) March 6, 2015

@MorganiTech allow the teacher to differentiate in the classroom by assisting the students individually as they have questions
— J Sherwood (@sherwood_joan) March 6, 2015

@MorganiTech Better yet, Flipping a lesson leads to Flipped units --> Flipped Classrooms --> Flipped Learning #morgantechchat
— A Johnson (@ChemicalPhys) March 6, 2015

Explore your unknowns through a digitally collaborative medium. Whether it is a Facebook group (private/closed is now a safe option), a Twitter chat, a discussion forum, etc. Capitalize on the free resources that are out there and make a difference with a conversation!

Technology in Your Classroom: How to NOT be overwhelmed

Technology is a gloriously confusing, sometimes magical, awe-inspiring, frustrating yet necessary roller-coaster ride that is a big part of most of our lives. Depending on your profession, it is your life. Sometimes we feel overwhelmed by technology and wish for simpler times. Many times we love the efficiency and convenience it provides. As educators, it is part of the metaphorical fiber of our classrooms, even when we don't realize it. We can fight that, or we can realize there are bigger monsters to slay.

Chances are, if you are an educator, you are somewhat overwhelmed by technology in some regard. There is just so much out there and so little time to learn how to do it all. We are always asked to do more with technology, and this consequently makes us feel overwhelmed because of the importance we place on those other little things we call instruction and students. So let's streamline our thoughts in regards to our instruction and all of this technology. Let's focus on the students and focus on instruction. Let technology take the back seat where it should have always been to begin with.

The more I work with teachers, instruction and technology the more I see technology for what it is and should always be, and that is a tool. I don't know that I would have articulated that just a few years ago. I've always loved using technology to our advantage, but even I got tired of running the rat race of trying to keep up with it all. Once I took on a new perspective and had to figure out the best way to get teachers to integrate technology (to make it work for them), I realized that my tech integration goals for them should actually become secondary to their instructional goals. It was time to start putting the focus on instruction, students' needs and teachers' goals for his/her students. IF the focus stays on those things, and the mindset of the teacher is right, you have a recipe for AMAZING! So where does technology come in? It comes into the background of that instructional focus. It is mostly invisible and it is the thing that powers those instructional goals, student needs and teacher goals like an engine powers a car. If you wanted to build a house, would you focus on the tools, or would you focus on the desired end result? I would hope you would focus on the desired end result and would only choose the tools you need to reach that. If we do that, then we become less overwhelmed.....at least about the technology. (and we have fewer "tools" to learn)

Bottom line: Focus on your instructional goals and student needs---choose only the tools you need to accomplish those....step away from the rat race, and DON'T WORRY ABOUT THE REST!

What are your instructional goals? What specific technology, nothing more nothing less, could you use to reach those goals? I would love to hear what this looks like in your classroom!

Tweet to Engage

Today we had our first Twitter chat as a county. We, as an instructional technology team, have been trying to find ways to engage teachers in conversations without having to require face-to-face training etc. It didn't take a lot of brainstorming to realize that Twitter is a natural medium to do this. We often get caught up in training on new tools, devices and gadgets that we leave ourselves little time to have meaningful conversations. What I have learned about those conversations is that they can be game-changing. You can plant seeds and change perspectives with conversation!

Consider using Twitter with students (of the right age ; ) and teachers. The chats are fun and so very engaging. You'll have to set your multi-task processor to high speed, but you walk away having gained so much.

Today's tweets from our #morgantechchat on "Keeping Technology in it Place":

If you focus on tools you are overwhelmed by what is available. If you focus on goal, just choose tools you need. #morgantechchat
— MorganiTech (@MorganiTech) January 29, 2015

Q3: If we keep tech in background to DRIVE instruction, would it feel so overwhelming to teachers? Why, why not? #morgantechchat
— MorganiTech (@MorganiTech) January 29, 2015

Foreground or background? Either way it should not be the focus. #morgantechchat
— Jay Cawley (@jcawley1) January 29, 2015

We are trying to organize or develop a focus for technology. We feel like if teachers focus on technology and use it for the sake of the technology itself,  they tend to get overwhelmed. Instead, if they focus on their instructional goals and only use the technology tools they need to accomplish those goals, then they are focused and the technology doesn't overwhelm them. Twitter helped us have this conversation we wouldn't have normally had.

So what are your thoughts? How are you helping with and/or doing tech integration? Through conversations? Would love to hear from you!

Why My Projects Were Not PBL: projects vs. project-based learning

When I find myself starting or participating in conversations about Project-based Learning I realize quickly how easy it is to become confused. Many people, including myself at one time, operate under the assumption that many or most projects can be considered project-based. You can even Google project-based learning topics and will OFTEN find PROJECTS that are being passed off as project-based. So, of course, the conversation about the topic is also confusing and sometimes heated. Telling someone that their project is NOT project-based is like telling them their projects are  not creative enough. This isn't the case in my opinion. They are just two things that serve two very different purposes. Let's hash this out.

Projects, the usual diorama, mobile, play-dough model, or poster (digital or physical), are intended to be a recall of knowledge after the teaching and learning have concluded. The PBL experts at Edutopia and Buck Institute of Education metaphorically refer to them as the dessert not the meal. Projects have a place within a certain type of instruction, but are not project-based learning. 

Project-Based learning is an instructional method in which students learn the content WHILE doing a project, in which they have made most decisions. It's the meal that involves the learning of the content and standards. It is NOT something done at the end or on the side, like a dessert. It IS the learning. 

Something I have done and loved in the past was what I lovingly termed my "Mesoamerican Indian Fair." My students (in a nutshell) had to research a specific topic related to the group of Indians we were studying, and then create a handmade product (not digital) that they would ultimately present on the day of the fair. (this involved a research journal, trips to a university library, calendars, and signed project terms etc.) On the day of the fair their project had to be set up like a museum exhibit for classes around the school to visit and learn about something they probably didn't already know. Sounds like a decent project, right? Well it was and it served it's purpose well! But it wasn't a TRUE project-based learning project. We were all taking the SAME path. I made MOST of the choices. Students had choices but their boundaries of freedom were much smaller. They weren't all being guided by a real-world problem, and THAT is the crux of it for me. The real-world problem was never posed. If I would've had a problem that was posed so that they could learn the standards THROUGH the project then it would've been project-based.  But that is OK! Projects are not frowned upon, they are just DIFFERENT from project-based learning! (deep breath)

Now let's take the project above and make it into a project-based assignment. Here is an example of a "problem" that could be posed for each of them to show mastery of in different ways:  

You are an Aztec teenager and have started working with a team of workers to move heavy stones from the mountains down into the center of Tenochtitlan to help build a great pyramid . How were the stones moved over such a long distance being so large? Describe and present that process in detail.

Throughout the project kids will naturally discover multiple things. What was the geography of Tenochtitlan like? What was the climate like? What was everyday life like? What was the culture like? They will have to present their thoughts in several different forms. So instead of focusing on a product, like in my above project, they are focusing on multiple products to solve a problem, and will learn so much more along the way. Why? Because that is how life works. Poject-based learning looks like life.

Before you reject it just know that if we don't start making school look like life, we are failing our kids. We can throw out a long list of "should" statements but at the end of the day, education should be done like life. How do you learn today as an adult? Would you enjoy PBL as opposed to listening to an instructor lecture? What about lower order activities like worksheets that foster recall? Would you prefer that to solving problems in a simulated real-world setting? I'd love to hear your feedback!

Visit Edutopia to learn more! - http://www.edutopia.org/blog/time-debunk-those-pbl-myths-suzie-boss

When Are We Going to Use This in Real Life?: Reinventing the box

You have either asked or fielded this question (or both) many times throughout the course of your life, ESPECIALLY if you are a teacher. I was always given the "it prepares your brain for a type of thinking" answer. That worked for a little while. But now that I see so much frustration, behavior issues, lack of comprehension, and LITTLE retention of knowledge, I feel like this question should be revisited and taken seriously. I'd also like to propose that we take this a little further....when will education LOOK like real life?

Right now we have so many measures, fine print, red tape, professional accountability "rubrics", acronyms, pyramids, maps charts...I really could go on and on here...that tell us how we should be teaching, reaching and learning. We herd kids from room to room while we force subjects on them deemed necessary by someone at some point. We segregate content from life and expect kids to connect the dots. Essentially, these are all attempts at rearranging  objects in a box so that we will hopefully and miraculously see big changes....NOT GONNA HAPPEN! We have tried to rearrange objects in a box instead of reinventing the box! So I say, let's reinvent the box.

I hear people say, a lot, that they would love to see more positive things happen in classrooms. They would like for there to be more positive affirmation from teachers, more hands-on and engaging activities, happier teachers, happier students for that matter, more interaction, more technology....but all of those things are just objects in the same big box we started with a few centuries ago.....yes I said centuries!(and we are essentially still doing it the same way??!!) Without a BIG shift in our thinking we will never get there. Education MUST be done differently. And I think now, more than ever, people are listening. We are seeing things like hybrid learning and virtual learning that is happening more and more. In brick and mortar settings we see blended learning, flipped instruction and PBL. These are POSITIVES!!! These are scenarios where there IS NO BOX! (or if there is, the walls of it are flexible!)

The future is bleak for those unwilling to modify what has always been done. (remember, agreeing or disagreeing is no longer a relevant point...the shift has already begun without us!) Researchers and experts say that we will see holography, sixth sense technology, biometrics, attention tracking, virtual platforms, peer-to-peer instruction, the decline of the public school system as we know it, and the undoing of all traditional models within 10-15 years. Some of this scares me (and I'm sure you too), HOWEVER, if we don't rethink, redesign and approach education differently we will continue to pump kids from high schools to prisons, and send our future decision makers ill-equipped into the job market. Yes, there are students that do well with how we do school now...think about how much better said students COULD do? How far could students go that don't go that far now under our current system?

Bottom line: have faith that embracing something new may actually change YOUR life. KNOW that it will change your students' lives. Doing things a little differently may cause you to love your job unlike you ever have. Consider it, and together, we can make big changes!

PBL, Flipping, BYOT....Make Some Sense!

What is with all of the new acronyms and metaphors? Are these programs, instructional practices, technology initiatives? For those of you that aren't sure what I'm talking about, let me give you a conversational overview of the above. Before I do, however, let me preface.

I've spoken of this great paradigm shift that has begun. If not, read my post before last. Whether we agree, disagree, fight it or embrace it, it is happening. Because of this and the many changes we have seen with technology, teachers have been forced, and in many situations desperate, to find a way to keep kids engaged, as well as share the burden with their students instead of shouldering all of it for all of the learning of each student. We finally have enough people asking the "why" question: Why are we doing what we're doing? Why do we force-feed information to kids who aren't curious because they aren't given the chance to be. The answer has led us to realize that what we're doing is NOT relevant to true learning and achievement OR to the real world. So how does the above fit in to this? These instructional practices and models are ways many teachers are responding to the paradigm shift. Students aren't engaged by the way we do class anymore. The traditional activities that were once an attempt at creativity and engagement are now just ways to keep the kids busy while they spend time NOT learning. Let's shift the paper and pencil focus to a "do" focus. Kids need to do (design, build, create!), own, MAKE MISTAKES (oh how important this is!), re-think, lead, modify, engage, and take pride. How can they do that when WE are doing it all for them? So take a deep breath and take a step of faith in trying one of these new practices,  and just see what kids can do when they are in the lead!

Instructional Practice Smack-down Run-down (these are just a few):

PBL - Project-Based Learning is a practice that allows students to be the leaders of their learning. Real-world problems, products and processes are chosen as topics for the kids to explore. These are based on the standards you want them to master, and is generally assessed through something like a rubric (given at the beginning of the project period) as well as checkpoints along the way. PBL should not be confused with projects.

Flipped Learning - Flipped Learning or Flipped Instruction involves taking the lecture or basic concept of a lesson and putting it into video form (usually with you on the video showing, explaining or discussing) for kids to view outside of class. THIS IN NO WAY CAN OR WILL REPLACE YOU. Imagine you have an assistant. (I know...funny!) If you could ask this assistant to introduce or review with your students what they will be learning during class time that day or the next day, would you take advantage of that? This way, you could really get somewhere once you have the kids in class. Flipping allows for deeper understanding during class because you are able to go further and deeper with the content being covered another time. You flip it, in other words. This works well with students that need you to repeat yourself multiple times. This way they have a rewind and a play button AS WELL as a real version of you. It's a win-win.

BYOT - BYOT (Bring Your Own Technology) is an instructional practice that involves students bringing their own devices from home to school. This allows students to use the device as a tool to deepen their learning experience and engagement in class.

Hopefully this isn't overwhelming for you. I have done all of these in some shape, form or fashion, and am here to tell you that you already have the intelligence and capability to do all of this. (Some of you have probably done a version of one of these at some point!) None of it is intimidating, rocket science, difficult to attain, etc...it is just a way of rearranging the way you think about class. Try one. Just start small and don't shoot for the moon on the first go-around!

As always, let me know how I can help ; )

Canterbury Tales and PBL

Teaching Canterbury Tales and interested in PBL? Then this post is for you! Below are some ideas that can easily be adapted for other literature as well!

Canterbury Tales PBL ideas---

1. Using Facebook templates play out the character interaction on Facebook. This can be funny or serious or both. This idea will target Digital Citizenship along with standards for CT. ie: Show posts from each person at different points in the story and include touchy scenarios like how the drunken Miller offends the Reeve with his story and the Reeve retaliates. This could be a cyber-bulling exchange (there could be some dark comedy here as well). The different posts and interchanges/interactions could be presented through a Digital Citizenship lens. This way the student/s are analyzing the story but are also being forced to analyze proper digital citizenship. I think this one would be my favorite!

2. Write daily journal entries as a character about the other characters; OR retell the story through the eyes of one of the characters

3. Psychoanalyze each personality as a group therapist and recommend treatment for the group and/or individuals. Use their stories as evidence and reason for said treatment. Research what a therapist has to do when working with groups or individuals and use these protocols and processes, methods, tactics, etc.... Must have that for each character and MUST reference details from the story to determine prescription.

4. If the Host was a business owner, how is he faring with his employees? Analyze this using evidence from the story. In modern-day business America would he be successful? Write a "business plan" in regards to managing employees that will ensure his success. Reference details from the story to determine your reasoning behind your people management and business plan. Use and reference any other books and articles on employee management (ie: How full is your bucket by tom rath and donald clifton) 

5. Write a tale to be part of the CT's. Use the story and reference other stories within the story to determine your own tale.

6. Compare CT characters to modern-day well-known celebrities or personalities. Do this through a medium of your choice ie: wix, weebly, wikispace with each comparison being on a page with potential to share on Facebook/Twitter in real life!

7. Create a thorough and comprehensive unit with activities, projects and assessments (and based on CC standards!) as a teacher FOR the CT's.

8. You are Chaucer and are trying to promote and market CT's in modern-day times. Create marketing materials such as a website, advertisements, Facebook fan pages, twitter profile etc...that MUST persuade and sell the book using riveting scenes from the book! You have to do a "book talk" and video it with real life Q & A. Post this to your website along with a chronicle of your tour. 

9. You are a photojournalist who is traveling with Chaucer and Co. on the pilgrimage. How will you present the story and experience? Must have photos and written documentation of experience.

10. The pilgrimage clan (Chaucer and co) is a micro-society. What kind of society is it? Democracy, socialist, communist? What role in the society do they each play? Politician, leader, criminal, etc...? Use their individual stories to map out the society and/or societies the characters represent (this may be a little obtuse??? not sure but I thought a connection to societies/government would be good)

I would make a rubric using the standards to be mastered and a final assessment that shows students have read the story, to be taken after all students have presented the projects.

Paradigm Shift

So, what is a paradigm shift exactly, and where is it happening? First, a paradigm is a norm, standard, a way of doing things...you see where I'm going. So a paradigm shift is a fundamental shift in the way we do what we do everyday. Where is this happening? Everywhere and in most everything! I see it happening in the way we do education, religion, daily processes...every fundamental thing. How does this affect us as educators? It means that we need to approach schools and classrooms differently. We need to change the way we think and DO. Every educator has the skill set they need to operate in a classroom under any circumstance. HOW we use those skill sets is what we need to consider revising. We don't know what will be on the other side of this great shift other than what researchers and experts tell us. But we do know that there are different ways of doing things now that respond to these great changes. Project-based learning, BYOT, Flipped Instruction, Blended Learning, Virtual Learning, Hybrid Learning models, and other "different" ways of approaching instruction. Kids are responding to these instructional strategies in amazing ways, so why are we not at least considering them? If we do education the way it has been done since the beginning of time, are we reaching the kids properly? Are your students acquiring learning the way you would want them to, so much so that they are truly retaining what they learn? If they are only receiving knowledge you give them the chances are that the answer is no. Regardless of what our opinions may be, this shift has already started. Will you be a victim and pray that it doesn't affect you, or will you get on the front end of it and respond by rethinking your norm?