1 00:00:00,000 --> 00:00:02,600 Welcome back everyone, ready for another deep dive. 2 00:00:02,600 --> 00:00:03,760 Always. 3 00:00:03,760 --> 00:00:06,280 Well, today we're gonna tackle something 4 00:00:06,280 --> 00:00:08,720 that I think a lot of people have experienced. 5 00:00:08,720 --> 00:00:10,120 Okay, I'm intrigued. 6 00:00:10,120 --> 00:00:12,280 It's about technology and education. 7 00:00:12,280 --> 00:00:13,600 Like we all know it's there. 8 00:00:13,600 --> 00:00:14,960 Oh yeah, absolutely. 9 00:00:14,960 --> 00:00:17,760 Schools are investing tons of money in it. 10 00:00:17,760 --> 00:00:19,080 But it doesn't seem to be changing 11 00:00:19,080 --> 00:00:22,240 how teaching actually happens in the classroom. 12 00:00:22,240 --> 00:00:24,560 We've got this fascinating research chapter here 13 00:00:24,560 --> 00:00:28,760 called Strategies to Increase Technology Acceptance. 14 00:00:28,760 --> 00:00:29,760 Okay. 15 00:00:29,760 --> 00:00:32,720 It's by Gary Lee Ackerman from Rivendell Academy. 16 00:00:32,720 --> 00:00:33,560 Have you heard of him? 17 00:00:33,560 --> 00:00:34,400 I haven't, no. 18 00:00:34,400 --> 00:00:38,520 Okay, so Ackerman really highlights this kind of paradox 19 00:00:38,520 --> 00:00:40,360 right from the beginning. 20 00:00:40,360 --> 00:00:43,160 We see technology completely revolutionizing 21 00:00:43,160 --> 00:00:45,440 almost every industry imaginable. 22 00:00:45,440 --> 00:00:46,600 Yeah, it's true. 23 00:00:46,600 --> 00:00:48,840 I mean, you think about how much things have changed 24 00:00:48,840 --> 00:00:50,000 just in our lifetime. 25 00:00:50,000 --> 00:00:50,840 Exactly. 26 00:00:50,840 --> 00:00:54,400 And yet, education seems to be this area 27 00:00:54,400 --> 00:00:56,600 where technology is still kind of struggling 28 00:00:56,600 --> 00:00:58,400 to find its footing. 29 00:00:58,400 --> 00:00:59,240 Yeah. 30 00:00:59,240 --> 00:01:01,800 We've got a ton of research spanning decades actually 31 00:01:01,800 --> 00:01:03,040 that confirms this. 32 00:01:03,040 --> 00:01:05,600 But it's not like schools aren't trying, right? 33 00:01:05,600 --> 00:01:07,640 They're pouring money into hardware, software, 34 00:01:07,640 --> 00:01:08,480 all this stuff. 35 00:01:08,480 --> 00:01:09,320 The brawl of it. 36 00:01:09,320 --> 00:01:10,800 So what's the missing piece here? 37 00:01:10,800 --> 00:01:12,120 Why isn't it clicking? 38 00:01:12,120 --> 00:01:13,160 Right. 39 00:01:13,160 --> 00:01:15,480 Ackerman thinks that we can actually learn a lot 40 00:01:15,480 --> 00:01:17,640 from industries that have successfully integrated 41 00:01:17,640 --> 00:01:18,480 technology. 42 00:01:18,480 --> 00:01:19,320 That makes sense. 43 00:01:19,320 --> 00:01:22,080 He says, one of the keys is to understand 44 00:01:22,080 --> 00:01:24,240 how people adopt new technologies. 45 00:01:24,240 --> 00:01:25,560 Okay, so how do they? 46 00:01:25,560 --> 00:01:28,640 Well, there's this thing called the Technology Acceptance 47 00:01:28,640 --> 00:01:30,360 Model, or TAM for short. 48 00:01:30,360 --> 00:01:31,200 Oh, okay. 49 00:01:31,200 --> 00:01:35,360 It basically says that people are more likely to use 50 00:01:35,360 --> 00:01:37,920 technology if they believe two things. 51 00:01:37,920 --> 00:01:39,160 All right, what are those two things? 52 00:01:39,160 --> 00:01:41,120 One, that it will be easy to use. 53 00:01:41,120 --> 00:01:41,960 The effortless. 54 00:01:41,960 --> 00:01:42,800 Exactly. 55 00:01:42,800 --> 00:01:46,560 And two, that it'll actually help them achieve their goals. 56 00:01:46,560 --> 00:01:48,360 That it'll work, that it's effective. 57 00:01:48,360 --> 00:01:49,120 Yes. 58 00:01:49,120 --> 00:01:53,000 So it's not just about having the coolest latest gadgets, 59 00:01:53,000 --> 00:01:54,800 but making sure those gadgets are useful. 60 00:01:54,800 --> 00:01:56,160 Right, that they have a purpose. 61 00:01:56,160 --> 00:01:56,960 Totally. 62 00:01:56,960 --> 00:02:00,280 And actually, TAM has kind of evolved over the years 63 00:02:00,280 --> 00:02:01,640 into more complex models. 64 00:02:01,640 --> 00:02:02,480 Oh, okay. 65 00:02:02,480 --> 00:02:04,600 Like there's this one called the Unified Theory 66 00:02:04,600 --> 00:02:06,360 of Acceptance and Use of Technology. 67 00:02:06,360 --> 00:02:07,680 That's a mouthful. 68 00:02:07,680 --> 00:02:08,520 I know, right? 69 00:02:08,520 --> 00:02:09,360 UTUT. 70 00:02:09,360 --> 00:02:12,120 But it basically builds on TAM, 71 00:02:12,120 --> 00:02:15,120 but adds things like, you know, social influence, 72 00:02:15,120 --> 00:02:16,440 like are your colleagues using it? 73 00:02:16,440 --> 00:02:17,480 Right, right. 74 00:02:17,480 --> 00:02:20,120 And are there enough support and resources? 75 00:02:20,120 --> 00:02:22,000 So it's not just about the tech itself, 76 00:02:22,000 --> 00:02:24,160 but the whole environment around it. 77 00:02:24,160 --> 00:02:25,000 Absolutely. 78 00:02:25,000 --> 00:02:25,840 Yeah. 79 00:02:25,840 --> 00:02:27,840 And the thing that I appreciate about Ackerman is, 80 00:02:27,840 --> 00:02:30,480 he doesn't just leave us with these abstract theories. 81 00:02:30,480 --> 00:02:31,320 No. 82 00:02:31,320 --> 00:02:34,200 He actually takes us inside schools 83 00:02:34,200 --> 00:02:36,080 that are using these principles 84 00:02:36,080 --> 00:02:38,240 to make technology work for them. 85 00:02:38,240 --> 00:02:39,080 Show us how it's done. 86 00:02:39,080 --> 00:02:39,920 I like it. 87 00:02:39,920 --> 00:02:40,760 Yeah, exactly. 88 00:02:40,760 --> 00:02:43,120 So he presents three case studies. 89 00:02:43,120 --> 00:02:44,800 We've got the planning cycle, 90 00:02:44,800 --> 00:02:46,400 reflexive curriculum design, 91 00:02:46,400 --> 00:02:48,120 and the curriculum repository. 92 00:02:48,120 --> 00:02:49,920 Okay, so real world examples. 93 00:02:49,920 --> 00:02:50,760 Yeah. 94 00:02:50,760 --> 00:02:52,360 And each offers some really practical strategies 95 00:02:52,360 --> 00:02:54,760 that I think other schools could adapt to. 96 00:02:54,760 --> 00:02:55,600 Cool. 97 00:02:55,600 --> 00:02:56,880 So let's start with the planning cycle. 98 00:02:56,880 --> 00:03:00,280 Ackerman introduces us to Jerry. 99 00:03:00,280 --> 00:03:01,120 Jerry. 100 00:03:01,120 --> 00:03:02,440 Yeah, he's a high school principal. 101 00:03:02,440 --> 00:03:06,200 And he's dealing with this really common problem. 102 00:03:06,200 --> 00:03:08,000 There's a total disconnect 103 00:03:08,000 --> 00:03:11,040 between what the teachers need from the technology 104 00:03:11,040 --> 00:03:13,360 and what the tech department is actually providing. 105 00:03:13,360 --> 00:03:14,920 Oh, I've seen that happen a lot. 106 00:03:14,920 --> 00:03:15,760 Right. 107 00:03:15,760 --> 00:03:17,160 It's like this communication breakdown. 108 00:03:17,160 --> 00:03:19,320 The teachers feel like our needs aren't being met. 109 00:03:19,320 --> 00:03:20,160 Right. 110 00:03:20,160 --> 00:03:21,160 And the tech specialists are like, 111 00:03:21,160 --> 00:03:22,440 why are we even doing this? 112 00:03:22,440 --> 00:03:23,960 No one's using this stuff. 113 00:03:23,960 --> 00:03:25,040 Spinning their wheels. 114 00:03:25,040 --> 00:03:26,520 Exactly. 115 00:03:26,520 --> 00:03:31,520 So to address this, Jerry and his team developed this system. 116 00:03:31,600 --> 00:03:35,200 They called it the technology planning cycle. 117 00:03:35,200 --> 00:03:36,960 A planning cycle, interesting. 118 00:03:36,960 --> 00:03:37,800 Yeah. 119 00:03:37,800 --> 00:03:38,640 So how does it work? 120 00:03:38,640 --> 00:03:39,520 How does it actually play out? 121 00:03:39,520 --> 00:03:41,640 Okay, so Ackerman shares 122 00:03:41,640 --> 00:03:43,560 a couple of really interesting stories. 123 00:03:43,560 --> 00:03:46,560 One involves the student information system. 124 00:03:46,560 --> 00:03:47,520 The SIS. 125 00:03:47,520 --> 00:03:48,360 Yeah. 126 00:03:48,360 --> 00:03:49,200 Okay. 127 00:03:49,200 --> 00:03:50,920 Now, this is kind of ironic, right? 128 00:03:50,920 --> 00:03:53,000 The whole point of the system was to give students 129 00:03:53,000 --> 00:03:55,960 easy access to their grades, their schedules, all that. 130 00:03:55,960 --> 00:03:56,960 Right. 131 00:03:56,960 --> 00:04:00,280 But it was completely inaccessible on their school laptops. 132 00:04:00,280 --> 00:04:01,120 Oh, wow. 133 00:04:01,120 --> 00:04:02,280 So they couldn't even use it. 134 00:04:02,280 --> 00:04:03,120 So what happened? 135 00:04:03,120 --> 00:04:05,480 So it turns out the network administrator 136 00:04:05,480 --> 00:04:08,000 had blocked access on the wireless network. 137 00:04:08,000 --> 00:04:09,280 Why would they do that? 138 00:04:09,280 --> 00:04:12,560 He was worried about, you know, data breaches, security. 139 00:04:12,560 --> 00:04:14,520 Security concerns, makes sense. 140 00:04:14,520 --> 00:04:15,720 But the teachers weren't aware of that. 141 00:04:15,720 --> 00:04:18,400 Oh, so it was just like this silent roadblock. 142 00:04:18,400 --> 00:04:19,800 Exactly. 143 00:04:19,800 --> 00:04:23,760 And so it created this huge amount of confusion 144 00:04:23,760 --> 00:04:24,600 and frustration. 145 00:04:24,600 --> 00:04:26,440 Especially for the students, I imagine. 146 00:04:26,440 --> 00:04:27,280 Right. 147 00:04:27,280 --> 00:04:28,160 Especially for the students. 148 00:04:28,160 --> 00:04:29,680 You know, they couldn't check their grades. 149 00:04:29,680 --> 00:04:30,520 Yeah. 150 00:04:30,520 --> 00:04:32,640 Especially those who didn't have internet access at home. 151 00:04:32,640 --> 00:04:33,680 Right, that's a big problem. 152 00:04:33,680 --> 00:04:35,000 So they were kind of left in the dark. 153 00:04:35,000 --> 00:04:37,600 So it was failing that effort expectancy, right? 154 00:04:37,600 --> 00:04:38,440 Yes. 155 00:04:38,440 --> 00:04:39,280 Too hard to use. 156 00:04:39,280 --> 00:04:41,440 Too difficult, too inconvenient. 157 00:04:41,440 --> 00:04:43,920 And the school wasn't getting the benefits 158 00:04:43,920 --> 00:04:44,840 they wanted either. 159 00:04:44,840 --> 00:04:46,720 Failing performance expectancy too. 160 00:04:46,720 --> 00:04:47,760 Exactly. 161 00:04:47,760 --> 00:04:51,240 So Jerry realized, okay, someone's gotta change. 162 00:04:51,240 --> 00:04:52,080 Right. 163 00:04:52,080 --> 00:04:54,880 First he tried to just communicate the limitations 164 00:04:54,880 --> 00:04:56,520 to the teachers, to the students. 165 00:04:56,520 --> 00:04:57,360 Okay. 166 00:04:57,360 --> 00:04:59,520 But it just led to more complaints. 167 00:04:59,520 --> 00:05:02,000 Yeah, because it's not really solving the problem. 168 00:05:02,000 --> 00:05:03,160 Exactly. 169 00:05:03,160 --> 00:05:04,960 But armed with his feedback, 170 00:05:04,960 --> 00:05:06,800 he went back to the network administrator. 171 00:05:06,800 --> 00:05:07,640 Okay. 172 00:05:07,640 --> 00:05:09,960 And he said, look, the whole reason we invested 173 00:05:09,960 --> 00:05:12,720 in this system was to empower students. 174 00:05:12,720 --> 00:05:13,720 To give them access. 175 00:05:13,720 --> 00:05:14,720 And that's not happened. 176 00:05:14,720 --> 00:05:16,240 So we need to figure this out. 177 00:05:16,240 --> 00:05:17,080 Yeah. 178 00:05:17,080 --> 00:05:17,920 What happened? 179 00:05:17,920 --> 00:05:18,760 And it worked. 180 00:05:18,760 --> 00:05:21,280 The network administrator finally reconflated the system. 181 00:05:21,280 --> 00:05:23,520 Students could access it from their laptops. 182 00:05:23,520 --> 00:05:24,640 Wow, that's great. 183 00:05:24,640 --> 00:05:25,480 I know. 184 00:05:25,480 --> 00:05:27,920 They didn't actually track specific academic outcomes. 185 00:05:27,920 --> 00:05:28,760 Okay. 186 00:05:28,760 --> 00:05:33,760 But they saw this huge jump in student engagement 187 00:05:33,840 --> 00:05:34,800 with the system. 188 00:05:34,800 --> 00:05:35,640 Right. 189 00:05:35,640 --> 00:05:36,480 So at least they're using it. 190 00:05:36,480 --> 00:05:37,320 Exactly. 191 00:05:37,320 --> 00:05:38,160 I mean, it makes sense, right? 192 00:05:38,160 --> 00:05:40,400 If you have easy access to your grades, 193 00:05:40,400 --> 00:05:42,560 you're more likely to take ownership of your learning. 194 00:05:42,560 --> 00:05:43,400 Absolutely. 195 00:05:43,400 --> 00:05:45,480 So it's a great example of how understanding 196 00:05:45,480 --> 00:05:48,840 these principles of technology acceptance 197 00:05:48,840 --> 00:05:52,240 can actually help school leaders advocate for changes. 198 00:05:52,240 --> 00:05:53,080 Yeah. 199 00:05:53,080 --> 00:05:54,200 That really benefit everyone. 200 00:05:54,200 --> 00:05:55,440 They get work for everyone, 201 00:05:55,440 --> 00:05:57,040 not just for the tech department. 202 00:05:57,040 --> 00:05:57,880 Right. 203 00:05:57,880 --> 00:05:58,720 Okay. 204 00:05:58,720 --> 00:06:00,080 So the planning cycle, 205 00:06:00,080 --> 00:06:03,600 it also proved valuable in a totally different context. 206 00:06:03,600 --> 00:06:04,440 Oh, okay. 207 00:06:04,440 --> 00:06:05,280 How so? 208 00:06:05,280 --> 00:06:07,240 Ackerman tells this story about Donna. 209 00:06:07,240 --> 00:06:08,080 Donna? 210 00:06:08,080 --> 00:06:09,400 Yeah, she's this primary school teacher, 211 00:06:09,400 --> 00:06:12,000 known for using technology in really creative ways. 212 00:06:12,000 --> 00:06:12,840 Oh, that's cool. 213 00:06:12,840 --> 00:06:14,200 But there was a server upgrade. 214 00:06:14,200 --> 00:06:15,040 Oh. 215 00:06:15,040 --> 00:06:18,320 And it wiped out this generic user account 216 00:06:18,320 --> 00:06:20,680 that she'd set up for her young students. 217 00:06:20,680 --> 00:06:22,040 So they all shared one. 218 00:06:22,040 --> 00:06:22,880 Yeah. 219 00:06:22,880 --> 00:06:23,880 To make it easier. 220 00:06:23,880 --> 00:06:24,760 Exactly. 221 00:06:24,760 --> 00:06:27,680 You know, imagine trying to get a class of kindergartners. 222 00:06:27,680 --> 00:06:28,680 Oh my gosh. 223 00:06:28,680 --> 00:06:31,800 To log in with individual usernames and passwords. 224 00:06:31,800 --> 00:06:32,640 Nightmare. 225 00:06:32,640 --> 00:06:34,000 Total chaos. 226 00:06:34,000 --> 00:06:37,720 And it was a clear violation of effort expectancy, right? 227 00:06:37,720 --> 00:06:38,720 For those little kids. 228 00:06:38,720 --> 00:06:39,560 Yeah. 229 00:06:39,560 --> 00:06:41,880 They're still learning to read, to use a keyboard. 230 00:06:41,880 --> 00:06:42,720 Right. 231 00:06:42,720 --> 00:06:43,560 Too much effort. 232 00:06:43,560 --> 00:06:44,400 Way too much. 233 00:06:44,400 --> 00:06:46,000 So Donna was really frustrated. 234 00:06:46,000 --> 00:06:49,240 But the principal initially just deferred 235 00:06:49,240 --> 00:06:50,240 to the tech department. 236 00:06:50,240 --> 00:06:51,320 Like not my problem. 237 00:06:51,320 --> 00:06:52,140 Exactly. 238 00:06:52,140 --> 00:06:53,520 Talk to the tech guys. 239 00:06:53,520 --> 00:06:58,080 But then, after the principal actually saw the struggles, 240 00:06:58,080 --> 00:07:00,000 firsthand in the classroom. 241 00:07:00,000 --> 00:07:00,960 Okay, that's good. 242 00:07:00,960 --> 00:07:03,160 He realized, okay, we gotta change something. 243 00:07:03,160 --> 00:07:04,000 Right. 244 00:07:04,000 --> 00:07:05,040 Sometimes you just have to see it. 245 00:07:05,040 --> 00:07:07,520 Yeah, you have to see it to really get it. 246 00:07:07,520 --> 00:07:10,280 So he brought the tech coordinator, the teachers together. 247 00:07:10,280 --> 00:07:11,120 Okay. 248 00:07:11,120 --> 00:07:12,160 And they came up with a compromise. 249 00:07:12,160 --> 00:07:13,200 A compromise, okay. 250 00:07:13,200 --> 00:07:15,600 Yeah, they found this system that allowed 251 00:07:15,600 --> 00:07:17,280 for the independent logins. 252 00:07:17,280 --> 00:07:18,120 Okay. 253 00:07:18,120 --> 00:07:19,720 But with simplified credentials. 254 00:07:19,720 --> 00:07:20,640 Oh, okay. 255 00:07:20,640 --> 00:07:22,880 So that even the young kids could manage. 256 00:07:22,880 --> 00:07:24,360 That makes sense. 257 00:07:24,360 --> 00:07:27,500 Ackerman points out that framing these discussions 258 00:07:27,500 --> 00:07:29,040 in terms of effort expectancy 259 00:07:29,040 --> 00:07:30,280 and performance expectancy. 260 00:07:30,280 --> 00:07:31,320 Right. 261 00:07:31,320 --> 00:07:35,640 Gave teachers a language to advocate for their students. 262 00:07:35,640 --> 00:07:36,560 Interesting. 263 00:07:36,560 --> 00:07:38,120 It wasn't just they complaints anymore. 264 00:07:38,120 --> 00:07:39,800 It was like, this is the problem. 265 00:07:39,800 --> 00:07:42,120 It gave them specific points to bring up. 266 00:07:42,120 --> 00:07:42,960 Exactly. 267 00:07:42,960 --> 00:07:45,040 Jerry, the high school principal, 268 00:07:45,040 --> 00:07:47,240 even said that faculty meetings, 269 00:07:47,240 --> 00:07:49,640 they went from being these gripe sessions 270 00:07:49,640 --> 00:07:51,120 to productive dialogue. 271 00:07:51,120 --> 00:07:52,400 That's a big shift. 272 00:07:52,400 --> 00:07:53,240 Yeah. 273 00:07:53,240 --> 00:07:54,160 Everyone's on the same page. 274 00:07:54,160 --> 00:07:55,280 They're speaking the same language. 275 00:07:55,280 --> 00:07:56,200 All came together. 276 00:07:56,200 --> 00:07:57,040 Yeah. 277 00:07:57,040 --> 00:07:59,800 So it's about making technology work for everyone, 278 00:07:59,800 --> 00:08:01,280 both the teachers and the students. 279 00:08:01,280 --> 00:08:02,360 Right. 280 00:08:02,360 --> 00:08:04,200 And Ackerman's next strategy 281 00:08:04,200 --> 00:08:06,360 focuses on the curriculum itself. 282 00:08:06,360 --> 00:08:07,200 Oh, okay. 283 00:08:07,200 --> 00:08:09,360 So not just the technology, but how it's used. 284 00:08:09,360 --> 00:08:10,200 Yeah, exactly. 285 00:08:10,200 --> 00:08:11,120 I'm interested to hear about this. 286 00:08:11,120 --> 00:08:11,960 We too. 287 00:08:11,960 --> 00:08:15,320 So this next one, it's called reflexive curriculum design. 288 00:08:15,320 --> 00:08:17,280 Reflexive curriculum design, okay. 289 00:08:17,280 --> 00:08:20,480 And it's really all about moving beyond just 290 00:08:20,480 --> 00:08:22,480 making the technology work. 291 00:08:22,480 --> 00:08:23,320 Okay. 292 00:08:23,320 --> 00:08:25,800 To actually thinking about how technology 293 00:08:25,800 --> 00:08:30,640 can fundamentally change what we teach and how we teach. 294 00:08:30,640 --> 00:08:33,400 So it's not about just kind of like shoe-horning technology 295 00:08:33,400 --> 00:08:34,240 into a lesson. 296 00:08:34,240 --> 00:08:35,200 No, not at all. 297 00:08:35,200 --> 00:08:37,960 But more like letting the curriculum and the technology 298 00:08:37,960 --> 00:08:38,960 kind of shape each other. 299 00:08:38,960 --> 00:08:39,800 Exactly. 300 00:08:39,800 --> 00:08:41,080 Yeah, they influence each other. 301 00:08:41,080 --> 00:08:43,920 Ackerman talks about this curriculum director, Linda. 302 00:08:43,920 --> 00:08:44,760 Linda. 303 00:08:44,760 --> 00:08:45,600 Yeah. 304 00:08:45,600 --> 00:08:48,200 And she really wanted technology to be a meaningful part 305 00:08:48,200 --> 00:08:49,720 of the learning experience. 306 00:08:49,720 --> 00:08:50,560 Okay. 307 00:08:50,560 --> 00:08:51,680 Not just like, oh, here's an add-on. 308 00:08:51,680 --> 00:08:52,680 Right, an afterthought. 309 00:08:52,680 --> 00:08:54,360 Yeah, exactly. 310 00:08:54,360 --> 00:08:56,840 So she starts this project called, well, 311 00:08:56,840 --> 00:08:58,480 reflexive curriculum design. 312 00:08:58,480 --> 00:08:59,320 Interesting. 313 00:08:59,320 --> 00:09:01,240 Gets teachers from all grade levels, 314 00:09:01,240 --> 00:09:02,920 kindergarten through eighth grade. 315 00:09:02,920 --> 00:09:03,760 Wow. 316 00:09:03,760 --> 00:09:05,520 To explore all these possibilities. 317 00:09:05,520 --> 00:09:08,560 And one of the teachers, Dave, he's the librarian, 318 00:09:08,560 --> 00:09:11,360 he's tackling this age-ult problem. 319 00:09:11,360 --> 00:09:12,200 What's that? 320 00:09:12,200 --> 00:09:13,040 Citations. 321 00:09:13,040 --> 00:09:14,080 Oh, citations. 322 00:09:14,080 --> 00:09:15,880 Yeah, it's something students always struggle with. 323 00:09:15,880 --> 00:09:16,720 Yeah, they do. 324 00:09:16,720 --> 00:09:18,040 It's like a whole language of its own. 325 00:09:18,040 --> 00:09:18,880 Right. 326 00:09:18,880 --> 00:09:21,440 And he was noticing that younger students, especially, 327 00:09:21,440 --> 00:09:23,480 they would get so bogged down. 328 00:09:23,480 --> 00:09:24,320 Okay. 329 00:09:24,320 --> 00:09:26,120 In like the mechanics of writing down the source 330 00:09:26,120 --> 00:09:29,360 information that they weren't really engaging with the ideas. 331 00:09:29,360 --> 00:09:31,400 Right, they're so focused on getting the format right. 332 00:09:31,400 --> 00:09:32,800 Exactly, yeah. 333 00:09:32,800 --> 00:09:37,120 So he decides to experiment with this online bibliography 334 00:09:37,120 --> 00:09:37,960 tool. 335 00:09:37,960 --> 00:09:41,200 During a research project with his fifth and sixth graders. 336 00:09:41,200 --> 00:09:42,200 Cool. 337 00:09:42,200 --> 00:09:45,680 Now, this tool wasn't really designed for younger users. 338 00:09:45,680 --> 00:09:46,520 Yeah. 339 00:09:46,520 --> 00:09:48,200 So they had to kind of adapt and be creative. 340 00:09:48,200 --> 00:09:49,520 So what did they do? 341 00:09:49,520 --> 00:09:52,840 So the library assistant would actually collect 342 00:09:52,840 --> 00:09:54,960 and manage all the references. 343 00:09:54,960 --> 00:09:55,800 Okay. 344 00:09:55,800 --> 00:09:58,680 And then help the students transfer that information 345 00:09:58,680 --> 00:10:00,560 into their papers when they were ready. 346 00:10:00,560 --> 00:10:01,400 Oh, that's interesting. 347 00:10:01,400 --> 00:10:02,920 So like a midway point. 348 00:10:02,920 --> 00:10:03,760 Yeah. 349 00:10:03,760 --> 00:10:04,600 Okay. 350 00:10:04,600 --> 00:10:07,040 And, you know, every student had a perfect bibliography. 351 00:10:07,040 --> 00:10:08,600 Oh, wow. 352 00:10:08,600 --> 00:10:09,680 That never happens. 353 00:10:09,680 --> 00:10:11,280 But I guess, you know, the library assistant, 354 00:10:11,280 --> 00:10:12,960 that's a lot of extra work for them, right? 355 00:10:12,960 --> 00:10:14,200 Potentially, yeah. 356 00:10:14,200 --> 00:10:16,480 But what Dave found was really interesting. 357 00:10:16,480 --> 00:10:17,320 Okay. 358 00:10:17,320 --> 00:10:19,920 The students were actually freed from that burden 359 00:10:19,920 --> 00:10:21,320 of formatting everything. 360 00:10:21,320 --> 00:10:22,160 Yeah. 361 00:10:22,160 --> 00:10:25,400 They could focus on the ideas, the research itself. 362 00:10:25,400 --> 00:10:26,240 Oh, that's awesome. 363 00:10:26,240 --> 00:10:28,000 It wasn't just memorization and format. 364 00:10:28,000 --> 00:10:29,360 Right, it's actually about the content. 365 00:10:29,360 --> 00:10:30,440 Exactly, yeah. 366 00:10:30,440 --> 00:10:34,080 And he even found that they were motivated to do that last step. 367 00:10:34,080 --> 00:10:34,920 Okay. 368 00:10:34,920 --> 00:10:36,240 You know, transferring the references. 369 00:10:36,240 --> 00:10:38,320 It just meant they were finishing the project. 370 00:10:38,320 --> 00:10:41,080 Oh, so the technology was almost like a reward. 371 00:10:41,080 --> 00:10:42,200 Yeah, kinda. 372 00:10:42,200 --> 00:10:43,040 I like that. 373 00:10:43,040 --> 00:10:43,880 That's a good strategy. 374 00:10:43,880 --> 00:10:44,720 Right. 375 00:10:44,720 --> 00:10:47,320 So it actually facilitated learning in a different way. 376 00:10:47,320 --> 00:10:50,080 Yeah, it wasn't just a tool, it became part of the process. 377 00:10:50,080 --> 00:10:50,920 Exactly. 378 00:10:50,920 --> 00:10:54,200 So another teacher, Chris, he's a middle school science teacher. 379 00:10:54,200 --> 00:10:55,040 Okay. 380 00:10:55,040 --> 00:10:57,840 And he was struggling to teach data analysis. 381 00:10:57,840 --> 00:10:58,720 Data analysis. 382 00:10:58,720 --> 00:11:00,040 Oh, yeah. 383 00:11:00,040 --> 00:11:01,280 Middle school, that's a tough one. 384 00:11:01,280 --> 00:11:02,400 It is, yeah. 385 00:11:02,400 --> 00:11:05,280 Specifically, the best fit line. 386 00:11:05,280 --> 00:11:08,080 The best fit line, yeah, I remember that. 387 00:11:08,080 --> 00:11:09,480 Luckily, he's Dover Eyes probably. 388 00:11:09,480 --> 00:11:10,520 Well, yeah, I can only imagine. 389 00:11:10,520 --> 00:11:14,280 So he decides to incorporate spreadsheets into his lesson. 390 00:11:14,280 --> 00:11:15,120 Okay. 391 00:11:15,120 --> 00:11:17,520 So he creates a template with a scatter plot. 392 00:11:17,520 --> 00:11:18,440 Yeah. 393 00:11:18,440 --> 00:11:22,120 Has the students input data from an experiment they did? 394 00:11:22,120 --> 00:11:23,240 Oh, cool. 395 00:11:23,240 --> 00:11:24,080 Hands on. 396 00:11:24,080 --> 00:11:24,920 Right. 397 00:11:24,920 --> 00:11:26,120 And as they were entering the data, 398 00:11:26,120 --> 00:11:29,680 they could see the best fit line updating on the graph. 399 00:11:29,680 --> 00:11:30,680 Oh, wow, that's cool. 400 00:11:30,680 --> 00:11:32,840 Right, it's visual, it's interactive. 401 00:11:32,840 --> 00:11:34,680 You can see it changing in real time. 402 00:11:34,680 --> 00:11:35,020 Yeah. 403 00:11:35,020 --> 00:11:36,120 Did they like it? 404 00:11:36,120 --> 00:11:37,240 Oh, they did. 405 00:11:37,240 --> 00:11:40,760 He observed them making these really insightful comments. 406 00:11:40,760 --> 00:11:41,280 Oh, wow. 407 00:11:41,280 --> 00:11:42,760 About how the line changed. 408 00:11:42,760 --> 00:11:43,960 You know, they're playing around with it. 409 00:11:43,960 --> 00:11:44,440 Oh, that's cool. 410 00:11:44,440 --> 00:11:45,720 So they're really engaging with it. 411 00:11:45,720 --> 00:11:48,320 Yeah, it became this dynamic exploration, 412 00:11:48,320 --> 00:11:50,000 not just like a boring exercise. 413 00:11:50,000 --> 00:11:50,840 Right. 414 00:11:50,840 --> 00:11:53,120 And it transformed his teaching to, 415 00:11:53,120 --> 00:11:55,880 he even admitted that he had stopped teaching that concept. 416 00:11:55,880 --> 00:11:56,280 Really? 417 00:11:56,280 --> 00:11:59,080 Because it just wasn't working with the old methods. 418 00:11:59,080 --> 00:12:01,320 Wow, so the technology brought it back. 419 00:12:01,320 --> 00:12:01,840 Yeah. 420 00:12:01,840 --> 00:12:03,240 That's amazing. 421 00:12:03,240 --> 00:12:06,240 OK, so we've got a librarian, a science teacher. 422 00:12:06,240 --> 00:12:08,480 Now, what about elementary school? 423 00:12:08,480 --> 00:12:10,440 Yeah, so Jason, he's a fourth grade teacher. 424 00:12:10,440 --> 00:12:11,000 Yes, he's a fourth grade. 425 00:12:11,000 --> 00:12:11,500 OK. 426 00:12:11,500 --> 00:12:15,160 And he was looking for ways to make his unit 427 00:12:15,160 --> 00:12:17,560 on their local community more exciting. 428 00:12:17,560 --> 00:12:18,960 OK, yeah, that could be tough. 429 00:12:18,960 --> 00:12:19,720 Right. 430 00:12:19,720 --> 00:12:22,440 And his school had just gotten all these new computers. 431 00:12:22,440 --> 00:12:22,880 OK. 432 00:12:22,880 --> 00:12:25,080 And he comes across Google Earth. 433 00:12:25,080 --> 00:12:26,160 Google Earth. 434 00:12:26,160 --> 00:12:26,660 Yeah. 435 00:12:26,660 --> 00:12:28,640 You know, I feel like that tool has so much potential. 436 00:12:28,640 --> 00:12:29,480 It really does. 437 00:12:29,480 --> 00:12:31,320 But it's often overlooked in education. 438 00:12:31,320 --> 00:12:32,480 It is, yeah. 439 00:12:32,480 --> 00:12:36,960 So he had his students create virtual tours of their town. 440 00:12:36,960 --> 00:12:37,720 Oh, wow. 441 00:12:37,720 --> 00:12:40,120 That's so much better than just reading about it in a textbook. 442 00:12:40,120 --> 00:12:40,680 Right. 443 00:12:40,680 --> 00:12:42,840 And he even incorporated math concepts. 444 00:12:42,840 --> 00:12:43,680 Oh, OK. 445 00:12:43,680 --> 00:12:44,560 How did he do that? 446 00:12:44,560 --> 00:12:48,120 They would measure and compare the area of different properties. 447 00:12:48,120 --> 00:12:49,120 Using Google Earth. 448 00:12:49,120 --> 00:12:50,440 Yeah, using Google Earth. 449 00:12:50,440 --> 00:12:51,160 Oh, that's cool. 450 00:12:51,160 --> 00:12:53,360 So again, the technology is serving a purpose. 451 00:12:53,360 --> 00:12:53,720 Right. 452 00:12:53,720 --> 00:12:54,720 It's not just for fun. 453 00:12:54,720 --> 00:12:55,760 It's integrated. 454 00:12:55,760 --> 00:12:56,400 Yeah. 455 00:12:56,400 --> 00:12:58,800 And Linda, the curriculum director, 456 00:12:58,800 --> 00:13:01,280 she observed these fourth graders. 457 00:13:01,280 --> 00:13:01,720 Yeah. 458 00:13:01,720 --> 00:13:04,720 Independently checking their work using textbooks. 459 00:13:04,720 --> 00:13:05,880 Wow, because they cared. 460 00:13:05,880 --> 00:13:07,040 Because they wanted to get it right. 461 00:13:07,040 --> 00:13:07,640 That's awesome. 462 00:13:07,640 --> 00:13:08,640 That's what you want to see. 463 00:13:08,640 --> 00:13:09,320 That's the goal. 464 00:13:09,320 --> 00:13:09,560 Right. 465 00:13:09,560 --> 00:13:11,400 That intrinsic motivation. 466 00:13:11,400 --> 00:13:15,480 Now, remember, this is all part of Linda's reflexive curriculum 467 00:13:15,480 --> 00:13:16,240 design project. 468 00:13:16,240 --> 00:13:16,840 Yeah. 469 00:13:16,840 --> 00:13:18,800 So to kind of complete the loop, she 470 00:13:18,800 --> 00:13:22,360 brings those teachers who developed these cool lessons 471 00:13:22,360 --> 00:13:26,080 together with the district's technology planning committee. 472 00:13:26,080 --> 00:13:28,400 So it's not just teachers doing this on their own. 473 00:13:28,400 --> 00:13:29,360 There's this connection. 474 00:13:29,360 --> 00:13:29,960 Exactly. 475 00:13:29,960 --> 00:13:30,200 Yeah. 476 00:13:30,200 --> 00:13:32,280 So for example, Chris, the science teacher. 477 00:13:32,280 --> 00:13:32,920 Chris, yeah. 478 00:13:32,920 --> 00:13:35,520 He had to delay his spreadsheet activity. 479 00:13:35,520 --> 00:13:36,280 Oh, why? 480 00:13:36,280 --> 00:13:40,680 Because not all the laptops had the full version of the software. 481 00:13:40,680 --> 00:13:42,000 Oh, the infrastructure wasn't there. 482 00:13:42,000 --> 00:13:42,480 Exactly. 483 00:13:42,480 --> 00:13:43,160 Yeah. 484 00:13:43,160 --> 00:13:46,040 So it highlighted this need to make sure the technology could 485 00:13:46,040 --> 00:13:49,560 actually support the learning experiences that teachers were 486 00:13:49,560 --> 00:13:50,080 creating. 487 00:13:50,080 --> 00:13:50,960 The two-way street. 488 00:13:50,960 --> 00:13:51,560 Totally. 489 00:13:51,560 --> 00:13:52,280 Yeah. 490 00:13:52,280 --> 00:13:55,880 The curriculum influences the technology decisions. 491 00:13:55,880 --> 00:13:56,360 Right. 492 00:13:56,360 --> 00:14:00,240 And the technology shapes what's possible in the classroom. 493 00:14:00,240 --> 00:14:01,840 It's all connected. 494 00:14:01,840 --> 00:14:04,840 OK, so this third strategy that Akramen explores 495 00:14:04,840 --> 00:14:06,800 is called the curriculum repository. 496 00:14:06,800 --> 00:14:08,440 The curriculum repository. 497 00:14:08,440 --> 00:14:11,400 We meet Pam, a sixth grade teacher who is really 498 00:14:11,400 --> 00:14:13,120 passionate about collaboration. 499 00:14:13,120 --> 00:14:13,760 Collaboration. 500 00:14:13,760 --> 00:14:17,760 Yeah, that's so important, but also so hard to find the time for. 501 00:14:17,760 --> 00:14:18,400 Right. 502 00:14:18,400 --> 00:14:20,040 Like, teachers are already so busy. 503 00:14:20,040 --> 00:14:21,440 They are, yeah. 504 00:14:21,440 --> 00:14:22,880 So how do they make it work? 505 00:14:22,880 --> 00:14:26,160 So Pam and her colleagues, they recognize this. 506 00:14:26,160 --> 00:14:27,640 And they came up with this idea. 507 00:14:27,640 --> 00:14:28,000 OK. 508 00:14:28,000 --> 00:14:31,840 With Akramen's help for a curriculum repository. 509 00:14:31,840 --> 00:14:33,000 Curriculum repository. 510 00:14:33,000 --> 00:14:35,920 It was an online space where teachers could upload, 511 00:14:35,920 --> 00:14:38,840 download, revise, share instructional materials. 512 00:14:38,840 --> 00:14:39,720 Oh, cool. 513 00:14:39,720 --> 00:14:41,560 Like a teacher-created resource library. 514 00:14:41,560 --> 00:14:42,320 Exactly. 515 00:14:42,320 --> 00:14:45,200 And they built it using the district's existing learning 516 00:14:45,200 --> 00:14:46,120 management system. 517 00:14:46,120 --> 00:14:47,680 Go smart, using what they already had. 518 00:14:47,680 --> 00:14:48,360 Right. 519 00:14:48,360 --> 00:14:51,120 Which at the time was mainly used by high school teachers 520 00:14:51,120 --> 00:14:51,840 and students. 521 00:14:51,840 --> 00:14:52,400 OK. 522 00:14:52,400 --> 00:14:53,680 So did it work? 523 00:14:53,680 --> 00:14:54,720 Did teachers use it? 524 00:14:54,720 --> 00:14:55,400 It did. 525 00:14:55,400 --> 00:14:57,360 Pam became a huge advocate for it. 526 00:14:57,360 --> 00:14:57,920 Oh, cool. 527 00:14:57,920 --> 00:15:02,160 She loved how it gave her access to high quality resources. 528 00:15:02,160 --> 00:15:05,640 Created by other teachers, saved her time and effort. 529 00:15:05,640 --> 00:15:07,840 And she found that the content was more 530 00:15:07,840 --> 00:15:09,640 aligned with her curriculum goals. 531 00:15:09,640 --> 00:15:11,000 OK, that makes sense. 532 00:15:11,000 --> 00:15:12,720 Because it's coming from other teachers who 533 00:15:12,720 --> 00:15:13,920 are teaching the same things. 534 00:15:13,920 --> 00:15:14,520 Exactly. 535 00:15:14,520 --> 00:15:16,040 Yeah, it's like a curated collection. 536 00:15:16,040 --> 00:15:16,440 Yeah, yeah. 537 00:15:16,440 --> 00:15:19,400 Not just this giant database of who knows what. 538 00:15:19,400 --> 00:15:19,720 Right. 539 00:15:19,720 --> 00:15:21,280 You know it's good stuff. 540 00:15:21,280 --> 00:15:26,320 So did this experience change how Pam used technology 541 00:15:26,320 --> 00:15:28,160 in her own classroom? 542 00:15:28,160 --> 00:15:29,520 It did. 543 00:15:29,520 --> 00:15:33,800 She had been kind of hesitant to use the learning management 544 00:15:33,800 --> 00:15:35,320 system with her own students. 545 00:15:35,320 --> 00:15:35,720 OK. 546 00:15:35,720 --> 00:15:38,280 She thought it was kind of clunky and time consuming. 547 00:15:38,280 --> 00:15:38,800 Yeah. 548 00:15:38,800 --> 00:15:42,720 But after using the repository, she realized its potential. 549 00:15:42,720 --> 00:15:43,040 Oh, cool. 550 00:15:43,040 --> 00:15:45,640 And started using it regularly in her own teaching. 551 00:15:45,640 --> 00:15:49,480 So one good experience can lead to more broader acceptance. 552 00:15:49,480 --> 00:15:51,200 It can, yeah. 553 00:15:51,200 --> 00:15:53,880 Now, Ackerman does point out that not all teachers 554 00:15:53,880 --> 00:15:55,200 were as enthusiastic. 555 00:15:55,200 --> 00:15:55,480 Right. 556 00:15:55,480 --> 00:15:56,080 Of course not. 557 00:15:56,080 --> 00:15:57,080 Everyone's going to love it. 558 00:15:57,080 --> 00:15:57,720 Yeah. 559 00:15:57,720 --> 00:16:01,640 The principal at Pam's school observed three distinct groups. 560 00:16:01,640 --> 00:16:02,160 OK. 561 00:16:02,160 --> 00:16:02,840 What were they? 562 00:16:02,840 --> 00:16:03,960 Active contributors. 563 00:16:03,960 --> 00:16:04,360 OK. 564 00:16:04,360 --> 00:16:05,920 Those who just downloaded materials. 565 00:16:05,920 --> 00:16:06,280 OK. 566 00:16:06,280 --> 00:16:07,000 Just users. 567 00:16:07,000 --> 00:16:08,920 And those who uploaded something once 568 00:16:08,920 --> 00:16:10,600 and never logged in again. 569 00:16:10,600 --> 00:16:12,160 Oh, the one time uploaders. 570 00:16:12,160 --> 00:16:13,280 Yeah, I guess that makes sense. 571 00:16:13,280 --> 00:16:14,960 Different levels of comfort with technology. 572 00:16:14,960 --> 00:16:16,320 Everyone's different. 573 00:16:16,320 --> 00:16:18,160 So we've explored these three strategies. 574 00:16:18,160 --> 00:16:19,680 And they seem really promising. 575 00:16:19,680 --> 00:16:20,320 Yeah. 576 00:16:20,320 --> 00:16:24,080 But like you said earlier, integrating technology 577 00:16:24,080 --> 00:16:27,160 and education is a complex process. 578 00:16:27,160 --> 00:16:27,800 It really is. 579 00:16:27,800 --> 00:16:29,560 It's not a simple fix. 580 00:16:29,560 --> 00:16:32,560 So what are your thoughts on where we go from here? 581 00:16:32,560 --> 00:16:33,960 It really is, yeah. 582 00:16:33,960 --> 00:16:36,200 It's definitely not just like buy some computers 583 00:16:36,200 --> 00:16:37,320 and everything's fixed. 584 00:16:37,320 --> 00:16:41,040 That's really where Ackerman's discussion of wicked problems 585 00:16:41,040 --> 00:16:41,520 comes in. 586 00:16:41,520 --> 00:16:42,440 Wicked problems. 587 00:16:42,440 --> 00:16:43,000 What are those? 588 00:16:43,000 --> 00:16:44,960 Well, unlike those technical problems, 589 00:16:44,960 --> 00:16:48,400 which usually have pretty clear cut solutions. 590 00:16:48,400 --> 00:16:48,920 OK. 591 00:16:48,920 --> 00:16:51,720 Wicked problems are like they're kind of messy. 592 00:16:51,720 --> 00:16:52,080 OK. 593 00:16:52,080 --> 00:16:53,280 They involve people. 594 00:16:53,280 --> 00:16:55,960 So integrating technology and education, 595 00:16:55,960 --> 00:16:57,600 that's a wicked problem. 596 00:16:57,600 --> 00:16:59,480 So what makes them so wicked then? 597 00:16:59,480 --> 00:17:03,520 Well, for one, there's always that social element. 598 00:17:03,520 --> 00:17:05,800 You've got different people with different priorities. 599 00:17:05,800 --> 00:17:06,800 Different values. 600 00:17:06,800 --> 00:17:07,960 Exactly. 601 00:17:07,960 --> 00:17:11,360 And the solutions, they're rarely straightforward. 602 00:17:11,360 --> 00:17:14,200 What works in one school might not work in another. 603 00:17:14,200 --> 00:17:15,440 It's not a one size fits all. 604 00:17:15,440 --> 00:17:16,280 Exactly. 605 00:17:16,280 --> 00:17:18,720 And even those key factors we talked about. 606 00:17:18,720 --> 00:17:19,240 OK. 607 00:17:19,240 --> 00:17:22,000 The effort expectancy, the performance expectancy, 608 00:17:22,000 --> 00:17:23,480 social influence, all that. 609 00:17:23,480 --> 00:17:23,960 Yeah. 610 00:17:23,960 --> 00:17:27,600 They need to be constantly redefined as technology changes. 611 00:17:27,600 --> 00:17:28,160 That's true. 612 00:17:28,160 --> 00:17:29,400 Things change so quickly. 613 00:17:29,400 --> 00:17:30,520 They do. 614 00:17:30,520 --> 00:17:33,280 Something that seems super easy to use today 615 00:17:33,280 --> 00:17:35,240 could be clunky and outdated tomorrow. 616 00:17:35,240 --> 00:17:35,440 Yeah. 617 00:17:35,440 --> 00:17:38,400 And what's cutting edge now is old news next year. 618 00:17:38,400 --> 00:17:39,040 Exactly. 619 00:17:39,040 --> 00:17:40,800 Ackerman really emphasizes that. 620 00:17:40,800 --> 00:17:41,120 OK. 621 00:17:41,120 --> 00:17:44,640 Creating a culture of reflection and continuous improvement, 622 00:17:44,640 --> 00:17:45,760 he says that's essential. 623 00:17:45,760 --> 00:17:48,000 So you can't just implement something and then forget about it. 624 00:17:48,000 --> 00:17:48,960 Nope. 625 00:17:48,960 --> 00:17:51,240 Schools need to be willing to experiment, 626 00:17:51,240 --> 00:17:52,600 learn from what doesn't work. 627 00:17:52,600 --> 00:17:52,920 Yeah. 628 00:17:52,920 --> 00:17:54,960 And just keep adapting their approach. 629 00:17:54,960 --> 00:17:56,280 Exactly. 630 00:17:56,280 --> 00:17:58,360 He also brings up some really interesting points 631 00:17:58,360 --> 00:17:59,720 about autonomy. 632 00:17:59,720 --> 00:18:00,040 OK. 633 00:18:00,040 --> 00:18:02,240 Especially for teachers. 634 00:18:02,240 --> 00:18:04,920 How that affects technology acceptance. 635 00:18:04,920 --> 00:18:06,720 So how much control teachers have. 636 00:18:06,720 --> 00:18:08,040 Yeah, exactly. 637 00:18:08,040 --> 00:18:11,240 He suggests that things like cognitive engagement 638 00:18:11,240 --> 00:18:13,440 are teachers really interested in using it. 639 00:18:13,440 --> 00:18:18,640 And do they feel like they have the agency to make choices? 640 00:18:18,640 --> 00:18:21,760 He says those might be even more important than their age 641 00:18:21,760 --> 00:18:23,200 gender experience. 642 00:18:23,200 --> 00:18:24,120 That makes sense. 643 00:18:24,120 --> 00:18:26,240 If you feel forced to use something, 644 00:18:26,240 --> 00:18:27,480 you probably won't use it very well. 645 00:18:27,480 --> 00:18:27,960 Right. 646 00:18:27,960 --> 00:18:28,480 Exactly. 647 00:18:28,480 --> 00:18:31,280 It's about empowering teachers, helping them see themselves 648 00:18:31,280 --> 00:18:36,040 as designers, innovators, not just following a script. 649 00:18:36,040 --> 00:18:37,160 I like that. 650 00:18:37,160 --> 00:18:41,440 So as we wrap up this deep dive, we've covered a lot of ground. 651 00:18:41,440 --> 00:18:44,240 What stands out to you as the most important takeaway? 652 00:18:44,240 --> 00:18:47,440 For me, it's that reminder that successfully integrating 653 00:18:47,440 --> 00:18:50,040 technology, it's so multifaceted. 654 00:18:50,040 --> 00:18:51,520 It's not just about the tech itself. 655 00:18:51,520 --> 00:18:54,440 No, it's about the people using it, their needs, 656 00:18:54,440 --> 00:18:57,960 their beliefs, the systems that support them. 657 00:18:57,960 --> 00:19:01,320 It's about collaboration, continuous improvement, 658 00:19:01,320 --> 00:19:02,720 embracing that complexity. 659 00:19:02,720 --> 00:19:05,640 And being willing to kind of navigate that messy world. 660 00:19:05,640 --> 00:19:06,240 Exactly. 661 00:19:06,240 --> 00:19:07,000 It's not easy. 662 00:19:07,000 --> 00:19:07,720 No, it's not. 663 00:19:07,720 --> 00:19:10,400 But I think Ackerman gives us some good tools to start with. 664 00:19:10,400 --> 00:19:11,640 Absolutely. 665 00:19:11,640 --> 00:19:13,240 So as we always like to do, we want 666 00:19:13,240 --> 00:19:15,520 to leave you with something to think about. 667 00:19:15,520 --> 00:19:17,800 What's one small change you can make, 668 00:19:17,800 --> 00:19:20,120 whether you're a parent, a teacher, 669 00:19:20,120 --> 00:19:21,480 even just a community member? 670 00:19:21,480 --> 00:19:23,400 To promote technology acceptance. 671 00:19:23,400 --> 00:19:26,240 Yeah, to promote technology acceptance in education. 672 00:19:26,240 --> 00:19:30,360 Maybe it's starting a conversation, sharing a resource, 673 00:19:30,360 --> 00:19:34,360 or even just being more aware of how technology is being used, 674 00:19:34,360 --> 00:19:36,360 or maybe not being used in the schools around you. 675 00:19:36,360 --> 00:19:37,560 Every little bit helps. 676 00:19:37,560 --> 00:19:38,440 Every little bit helps. 677 00:19:38,440 --> 00:19:40,600 So thanks for joining us on another deep dive. 678 00:19:40,600 --> 00:19:42,640 Keep those conversations going. 679 00:19:42,640 --> 00:19:44,360 And we'll see you next time. 680 00:19:44,360 --> 00:20:11,920 Bye, everyone.