You’ve seen the blog posts. You’ve read the Tweets. Heck, you may have even read the research. Well, what are you doing about it?

Choice in the classroom matters.

Are you finding ways to give your students choice?

Many of us work in traditional school settings, often large school districts that spend millions of dollars on adopted boxed curriculum. We are expected to use it. Often we feel there is no room to veer from the prescriptive path. “I’m no maverick,” you think. “I’m not like Mrs. Solo down the hall that doesn’t follow the rules. I want the best for my students, but I also respect my administration and want to be a team player.”

Remember, you can do both. It only takes tweaking. Little changes.

I am an English teacher. I teach other things, too, but I think like an English teacher. I can’t help it. When my district decided to adopt material to use at every grade level, I was optimistic. The curriculum was theme based and had tons of embedded writing. Always a plus for this bibliophile. The second unit was a study of dystopian literature. The curriculum offered two choices for whole class novel study: Fahrenheit 451 and The Giver. Now, I’m not sure if you’ve been paying attention to young adult fiction lately or even the many books that have been made into movies, but dystopian literature is one of the most popular genres out there. Kids (and adults) are devouring books like The Hunger Games, Divergent, The Maze Runner, Ready Player One. These stories are also making movie studios millions of dollars at the box office. To say dystopian literature is ubiquitous, might be an understatement. So, why would we limit our classroom readers to one forced book study? Why not give students a broader choice. A real choice.

That’s exactly what my colleague and I did. We divided our classrooms into smaller book clubs, let students explore different titles, then let each book club choose a novel. Since we didn’t have copies for all students, we asked that they find the books at libraries, or simply ask their parents to shell out the $4-$8 for the book. (That’s really just two Starbucks drinks, after all). For the few who still couldn’t get a book, I ended up purchasing. It was worth it to me.

The choice wasn’t even just about the book. Students also got to choose their book clubs. Being in a reading group with their friends made a huge impact on motivation to read. In my own (very unscientific) survey, 54% of my students responded that they enjoyed reading the same book as their group. Many claimed that’s what kept them on track. The peer connection kept them reading.

Daniel Pink writes that intrinsic motivation comes from three elements: autonomy, mastery and purpose. Autonomy is a sense that we are in control of our own destiny. Students need to feel they have some say, some choice in the decisions that affect their lives. Are we honoring that element?

As my favorite musician, Frank Turner sings, “The big things stay the same until we make little changes.” Start with something small. Let your students choose their seat. Let them choose their own research topic. Let them choose music for writing time. Make that little change of choice. No need to be a total maverick, just yet. We can work on that later.

As I sit in the lobby bar of the Renaissance hotel in Palm Springs, eating a cheeseburger and sucking down a soda, I’m reflecting on the last three days. This year was my first time making the journey, or pilgrimage, to the national CUE conference, or Spring CUE as it is called now. It is an enormous conference with around 7,000 attendees. Being that I live so far and it is during school days, it has always been too difficult to make the trek. This year I made it happen and let me just emphasize, I am so glad I did.

First and foremost, I enjoyed going to sessions on topics that not only stretched my brain, but filled my bucket. I loved listening to the interactions around me of attendees and other presenters. Over the few years I have been involved with CUE, I have made many friends and acquaintances of people who are not only smart, but passionate innovators. Listening and learning in the hallway, at the bar in the evening, and even at Karaoke, I am humbled to be a part of such at incredible network of educators. The conversations and the connections are worth any price I had to pay to get here.

I also had the opportunity to share my love of teaching students authentic writing in a session I call Blogging and Podcasting: Painlessly Prodding Students into Authentic Writing. It was a bit intimidating speaking to a packed room, but the attendees were so excited and receptive of the content, even when the wifi went down. As an added bonus, I had my college friend and two former students seated in the front row, cheering me on. I was blown away when several times during the days after, I had educators approach me, complimenting me on my session. Some even asked for selfies! It was surreal.

I am exhausted, but I’m also invigorated. I can’t wait to get back to the classroom on Monday. Of course, spending  Sunday with my family sounds perfect, too.

As in any profession, education is full of trends. When I started teaching, it was all about multiple intelligences and Bloom’s Taxonomy of learning. Risking showing my age, I still find a lot of validity in both. In the same way, the last few years have been all about growth mindset. As Carol Dweck states, “In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence….they believe everyone can get smarter if they work at it.” Part of this is trying new things, failing and being open to learning from those shortcomings. I preach this almost daily in my classes. “You’re not there YET, but you’ll get there if you keep working.” I mean I am ALL in. Well, at least I thought I was. When it comes to having a growth mindset with my own failures, I suck.

Last week, CapCUE hosted our annual Techfest. I say “our” because I am an active member and a director on the board. Besides helping to plan, arriving at 6am to set up, as well as working throughout the day, I thought it would be a great place to try out a new session I’ve been working on: “Creating Book Clubs that are Figuratively Lit and Literally Awesome.” I am very passionate about implementing choice reading groups in my class, and this summer I decided to put together a presentation to share that passion. Apparently passion doesn’t always make a good session.

Some things were out of my control: the projector went out just before I begun, so the great staff at Rocklin High School found me a different room. However, most issues were my own doing. Being flustered, I left my wireless clicker behind, along with a box full of books I planned to use for my opening activity: Book Speed Dating. Consequently, I ran out of the room and returned panting, holding a heavy box of books. Instead of just moving on, I decided to go down with my self inflicted sinking ship and still try the activity. Of course, with so much time lost, I had to rush through the activity and subsequent slides. Continuing, information spewed out of my mouth choppy and disorganized like a teenage boy on a first date.

They say the smartest person in the room IS the room and that was certainly the case for me. If it weren’t for my attendees asking questions and sharing their experiences, I’m afraid the whole session would have been a complete disaster.

Now for MY growth mindset. In the room was one of my friends, someone I consider a mentor and have learned so much from, both as a leader and a person, Josh Harris. When I saw him later at lunch, I was embarrassed, but knew he’d give it to me straight. I had to ask. I knew I couldn’t just ignore what had happened. Growth Mindset, I whispered to myself. Learn something from this. Don’t pretend it wasn’t a crime scene.

“Josh, tell me how I can improve…”

I spend a good portion of my time these days doing homework, not blogging like I’d like. Recently, I had the opportunity to research and write a paper on a subject that fascinates me: is Google Apps for Education safe for students at school? I must say, in diving deeper into the subject, I was growing more skeptical. I certainly see the fear some may have. In the end, though, my optimistic nature took over. I tend to lean toward naivety rather than armageddon. You can all laugh at me later when, funded by corporations, singularity occurs, robots become self aware and the world implodes. Deal?

Here’s the paper I wrote arguing that Google has the best intentions and parents needn’t worry:

“Almost one-third of all students—elementary through high school—already use school-issued digital devices, and many of these devices present a serious risk to student privacy. They collect far more information on kids than is necessary, store this information indefinitely, and sometimes even upload it to the cloud automatically. In short, they’re spying on students—and school districts, which often provide inadequate privacy policies (or no privacy policy at all), are helping them” (Electronic Frontier Foundation, 2016). This statement on the Electronic Frontier Foundation’s website could cause any parent to march down to his child’s school and demand some answers. This is exactly what happened a few months ago in Roseville, California. Jeff, a parent of a fourth grader, made fervent objections to his daughter using Google Apps for Education. This got the attention of not just the district, but national news. Electronic Frontier Foundation has since filed a claim with the Federal Trade Commission. The question becomes, does this argument hold any merit? In short, where there has been a bit of a learning curve integrating technology safely in the classroom, including adopting Google Apps, parents can be assured that their child’s privacy is not at risk.

First and foremost, Google is not personally tracking your child. More than 50 million teachers and students are using Google Apps for Education (GAFE), especially now with the inexpensive Chromebook making technology accessible for schools. According to Futuresource Consulting, a researching firm that tracks school technology purchases, in 2012 Chromebooks made up less than one percent of all laptops in schools. Their latest data shows that Chromebooks account for 51% of sales to schools (Petersen, 2015). On a Chromebook, students are forced to use Google Apps. This presents a huge concern for parents like Jeff who believe Google is tracking their child. The Electronic Frontier Foundation’s (EFF) staff attorney, Nate Cardozo believes, “Despite publicly promising not to, Google mines students’ browsing data and other information, and uses it for the company’s own purposes. Minors shouldn’t be tracked or used as guinea pigs, with their data treated as a profit centre” (Gibbs, 2015). Cardozo and the EFF insist that the data Google is collecting will be used to target students with ads. However, this is not true. While Google admits to tracking user use, the purposes are not to collect private information. On Google’s blog it states, “The GAFE Core Services— Gmail, Calendar, Classroom, Drive, Docs, Sheets, Slides, Contacts, Groups, Vault and Hangouts — are the heart of Google’s educational offering to schools. Students’ personal data in these Core Services is only used to provide the services themselves, so students can do things like communicate using email and collaborate on assignments using Google Docs. There are no ads in these Core Services, and student data in these services is not used for advertising purposes” (Google Apps for Education, 2015) The GAFE suite has never had ads, nor will it ever, we are assured. Google is committed to transparency of their use of data and the protection of student privacy. The collection of information is simply to make the user’s experience more effective and productive.

In addition, Chrome Sync data is not used to target ads to individual students. One of the best features of Chrome is the convenience of being able to move from one device to another, syncing information like browsing history, bookmarks and passwords by simply logging into your Chrome account. This feature called Chrome Sync is under fire by EFF.  EFF claims that this is dangerous for children. When a child is at home or uses other sites like Youtube, Maps and Google News at school, their data can be collected for ad use. These sites are not considered part of the GAFE suite and contain ads. Citing Chrome Sync as a privacy violation, Google also addressed this on its blog. It states, “Personally-identifiable Chrome Sync data in GAFE accounts is only used to power features in Chrome for that person, for example allowing students to access their own browsing data and settings, securely, across devices. In addition, our systems compile data aggregated from millions of users of Chrome Sync and, after completely removing information about individual users, we use this data to holistically improve the services we provide. For example if data shows that millions of people are visiting a webpage that is broken, that site would be moved lower in the search results. This is not connected to any specific person nor is it used to analyze student behaviors” (Google, 2015). Again, Google holds true to their task of simply gathering data to improve student experiences when using Google products. Of course, in trying to put student’s first, they also recognized that not all consumers (teachers or students) would find this explanation enough. Therefore, the company reiterates that districts can turn Chrome Sync off or choose what apps to sync. Google has given so much of the GAFE control at the school district level, understanding that the needs of all students are not the same. Districts can control the use of additional Google consumer services, like Blogger, Youtube and Maps if they desire. Giving the district administrators control strengthens Google’s commitment to the integrity of student education.

Furthermore, the gaps in student privacy legislation are closing. Another real concern is not just with Google. There are so many apps and providers working with GAFE that privacy has become an issue. Khaliah Barnes, an associate director at the Electronic Privacy Information Center believes, “Students are not getting the kind of security and privacy protection they deserve” (Petersen, 2015). The laws written in the 1970’s do not require parental approval for vendors for whom school districts choose to do business. This is a bit tricky when it comes to online data. A 2013 study showed that 95% of districts relied on an online cloud service, but only a quarter of those actually informed parents. Even worse, fewer than a quarter of service agreements included what student information the district was disclosing and less than 7% restricted vendors from selling or marketing data about students. In an age of an abundance of digital information, this is really disturbing. Most parents at GAFE districts were never asked for permission, nor were they even told the school was converting. This is disconcerting and alarming to any parent, especially ones like Jeff, who are deeply concerned for the protection of privacy. However, according to an analysis by the Data Quality Campaign, in 2014, 28 student data privacy laws were signed into law across 20 states. According to edweek.org, in California, the Student Online Personal Information Protection Act, or SOPIPA, (SB 1177) “Prohibits operators of online educational services from selling student data and using such information to target advertising to students or to “amass a profile” on students for a non-educational purpose. The law also requires online service providers to maintain adequate security procedures and to delete student information at the request of a school or district” (Herold, 2014). This is considered one of the strictest laws passed nationwide. Therefore, even another online vendor other than Google has to abide by the rules of not collecting student information for non educational purposes, as well as delete student information when it is no longer needed. In California, another law put into effect in 2014 was AB 1594. The bill puts stricter regulations on contracts with vendors and what information they are allowed to obtain and disseminate. According to Joni Lupovitz, vice president of policy for Common Sense Media, a site dedicated to the education and advocacy of safe technology, “Together, it’s really a landmark regulatory scheme. The whole idea is not to stop education technology; the idea is to create a trusted online environment so kids can just be kids and focus on learning”(Roscorla, 2014). Both of these were a leap in the right direction for the privacy of our children.

Districts are also following suit. They are wising up and not staying ignorant on who has their student data and for what purpose. In Roseville, every vendor is required to fill out a vendor compliance agreement, answering specifically to AB 1594 and agreeing to not violate the privacy of the students through sharing any information, including passwords, names and birthdays. (See Appendix). Instead of using student names as identifiers in email and logins, the district is moving to using student identification numbers. Laura Assem, the Chief Technology Officer in Roseville, stated that it is vital students cannot be found online by their names. Removing the use of names is a logical step. As Assem stated, “Unfortunately, technology advances faster than legislation, but you can’t remove technology from education because it’s an accelerator” (Petersen 2015). Districts are recognizing their shortcomings with keeping kids safe, but the benefits of using technology in the classroom are still worth being patient.

GAFE provides students with an experience in the classroom and at home that has not only invigorated learning, but is preparing our students for a 21st Century world. Of course, with every new step we take in technology, there seems to be a concern. However, we must understand the benefits of using technology clearly outweigh even the most minor uncertainty. A study conducted by Adam Schoenbart, an educator in New York who surveyed his own staff and students in 2014, the early stages of GAFE implementation at his site, found that most students and teachers found the use of GAFE had a positive impact on student learning. Of those surveyed, 65% of teachers saw a difference and 60% of students. These were just in the first years of implementation. One district in north Texas, the Arlington Independent School District (AISD) believes that by using GAFE, their collaboration as teachers improved greatly with shared Google Docs. They also improved access to technology for students across socioeconomic levels. A school district in Buffalo, New York, Amherst Central School cites Google Apps for providing individual learning opportunities (Google for Education, 2015). The testimonials seem to be plentiful on Google’s blog. More than anything, providing inexpensive ways for all students to access the internet, create content and collaborate with peers and mentors is inarguably the best option for schools.

As far as the opposition goes, there will always be those that let fear rule fact. They will argue that Google is simply lying to us; that they are storing our children’s information for use in ways we can’t even imagine. However, there is absolutely no merit to that argument. There are those that fear a security breach where our children’s information will be stolen. Unfortunately, in a digital age, that is always a valid concern, but not one that can be specifically applied to Google Apps for Education. Your Social Security number could be stolen from any of a number of secure servers by a gifted hacker. It is the risk we live with in a digital world. Understandably, prior to 2014, the laws were outdated, and companies, like Google could have used student information for profit gain in advertising or some other form. The thing is, there is no evidence it did. Rest assured though, school districts and legislatures are paying attention now. Those gaps are closing and our children are safer than ever. As we move our students to 21st Century skills, we are also moving their privacy to 21st Century security. So, let your kid check his email, work on his Slide presentation and collaborate with his buddy on a Google Doc. He’s safe. As far as dealing with the ones who still object, the Roseville father, Jeff, has come to an agreement with the district. His daughter has been issued a Macbook where she uses the internet and creates Word documents and Power Points without signing into her Google account. She is missing out on the collaborative piece, but sometimes districts have to do what’s best for every child, even if that means simply appeasing a parent.

Appendix : https://goo.gl/ZOe0ka

References

California Protects Student Data Privacy with Two Bills. (n.d.). Retrieved February 27, 2016, from http://www.govtech.com/education/California-Protects-Student-Data-Privacy-with-Two-Bills-.html

Gibbs, S. (2015, December 02). Google accused of spying on students in FTC privacy complaint. Retrieved February 27, 2016, from http://www.theguardian.com/technology/2015/dec/02/google-eff-ftc-privacy-chromebook-gmail-spying-students

Google for Education:. (n.d.). Retrieved February 27, 2016, from https://www.google.com/edu/case-studies/amherst-central-schools/

Google for Education:. (n.d.). Retrieved February 27, 2016, from https://www.google.com/edu/case-studies/arlington-independent-school-district/

Google for Education: The facts about student data privacy in Google Apps for Education and Chromebooks. (n.d.). Retrieved February 27, 2016, from http://googleforeducation.blogspot.com.au/2015/12/the-facts-about-student-data-privacy-in.html?m=1

Google for Education: Tools schools can trust. (n.d.). Retrieved February 27, 2016, from https://www.google.com/edu/trust/#has-google-signed-the-student-privacy-ledge

Peterson, Andrea. (2015, December 28). Google is tracking students as it sells more products to schools, privacy advocates warn. (n.d.). Retrieved February 27, 2016, from https://www.washingtonpost.com/news/the-switch/wp/2015/12/28/google-is-tracking-students-as-it-sells-more-products-to-schools-privacy-advocates-warn/

The Schoenblog. (n.d.). Retrieved February 27, 2016, from http://www.aschoenbart.com/2016/02/gafe-impact-report-part-3-summary-of.html

Student Privacy. (n.d.). Retrieved February 27, 2016, from https://www.eff.org/issues/student-privacy/

I’m a decent cook. I have even been known to fix a few dishes worthy of the finest of palates, but I really don’t enjoy it. On the other hand, my husband loves it. He watches cooking shows, researches perfect ways to make roux and dreams about chiffonading. So, a few years ago, I relinquished all meal making duties to him. I realized I was missing one main ingredient:  passion.

This weekend was my first Fall CUE conference: a huge community of educators learning and sharing ways to enhance student experiences through technology, but also passion.  It would take me days to convey all that I learned. The practical takeaways are countless, but what resonates with me more are the philosophical and inspirational pieces.

Teach Students to Tell Stories: I got the opportunity to sit in the theater and listen to Emmanuel Vaughan-Lee talk about telling the stories of people on the fringe, who are hopeful and resilient, despite their perils. Sharing these with students can bring a layer to their lives incomparable to a conventional textbook. And getting kids to tell stories…wow!

Be a Rockstar in Your Classroom: Now I could listen to Jon Corippo preach for hours on lesson design. Apparently, I’m not the only one. I sat on the floor to listen to practical ways to engage my students, but also ways to change how I think as a teacher. Bottom line: empower your kids. We have to stop being content delivery systems. We need to be coaches because a coach helps you do something you cannot do yourself. Ah, I wish Corippo ran the world. 

Make Each Day an Adventure: David Theriault‘s keynote was on point and beautiful. He reminded us that learning should be sticky, it should be memorable, that your classroom needs to be an adventure. Why would a student want to learn another way?

If your student can Google it, why are you standing in the front of the room talking about it? Spoken by one of my dear friends, Trisha Sanchez, in her SAMR workshop, I was struck. Duh. Of course. We need to change the way we teach for our audience. This generation needs something else.

We are a Family of Educators: More than a community, people that feel passionately about innovation, student engagement and change tend to flock together. But with that they are stronger. Of course, there’s also a fair amount of fun.

That’s where you spend your time. Where you feel the passion. This is why we give up our weekends. This is how we fill up our cups to walk back into our classrooms on Monday ready to share the communal goblet. Cheers to my family!