Rethinking EdTech: Why Marcy Samayoa Is Leading a Tech-free Classroom “Tech Reset”

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Oh, yes, we are. Hello, hello, and welcome to The Balancing Act podcast.

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I am here with Joseph Vitale, whose name says The Balancing Act,

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not Joseph Vitale. Hey, wait a minute.

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It's okay. I like it. Let me change that.

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Double identifiers. Double identifiers. Yeah, and I'm Jamie Wonko,

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sometimes also known as The Balancing Act or The Dance Pusher.

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You know, I take it. The dance... I've been getting a lot of feedback lately

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about how fun our dance videos are.

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There's a lot of fun dance videos. Sometimes it's also followed up with like, does Joe...

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Like that and i'm like he loves it there's a

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little there's a little stockholm syndrome going on i feel like i

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have a beam of light shining down from my head you do and it's glorious it's

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glorious it's glorious i'm gonna have to move myself over a

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little bit okay um but yeah hey just so

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you know what tell me i mean we're both excited we just

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came off our 100th episode our big recording and if

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you've been following us the last few weeks it's been everything and it's super

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exciting and i'm still like so amazingly stoked about

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it and yes the partnership that's coming from that and the

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fact that we're already talking about season four and it's

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just yeah it's kind of mind-blowing to me

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to be very honest uh but hey we don't we

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don't want to rush a good thing because just so you know our season three is

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brought to you by our presenting sponsor is teacher's insurance plan make sure

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you check out their website which is tagged in this episode for more information

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educational employees. How about that?

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How about that? Yes. So we have been chatting.

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Last week, we had a guest on and we talked about, you know, technology and how it's changed.

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And, you know, our theme for a couple episodes here is tech reset, right?

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And I think we have a great guest in the wings that's going to join us today, who not only has,

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I think, has some of the same thinking that we do in regards to where technology

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has brought us to and also what might need to change in the coming years to

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kind of bring us back to basics.

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So I'm excited to have our guest on today. So yeah.

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I mean, are we bringing her in? Yeah. I mean, totally.

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I guess we should do that. That would probably help. Okay. Let's bring our guest

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in. We'll have her in just a second.

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Well, hello, Marcy Samayoa. It's so good to have you with us today from another

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guest of ours from the West Coast. Hello, Marcy. How are you?

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Hi, I'm doing good. I just got done teaching about 30 minutes ago,

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but I'm so happy to be here, though. So excited to be here. Thank you for inviting me.

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We're so happy to have you. It's so nice to meet you.

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What exactly, which part of the West Coast are you from?

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I am in Los Angeles, California, Yeah, so we're running on Pacific time.

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Yeah, it's fun out here. The weather's nice today.

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I'm really happy to be back at work, to be honest. Just like, you know, it's nice.

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Good for you. And what grade were you with today? Oh, yes. I teach 10th grade.

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I teach 10th grade chemistry.

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So both chemistry and honors chemistry for this year. Yeah. Wow.

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Interesting. Yes. Science teacher. We are two social studies teachers by trade.

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Um, but I mean, and, and I, this is going to be coming out a little bit afterwards,

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but I'm, I'm sure as a, I mean, I know you teach chemistry, but I,

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I'm as a space nerd have been completely glued to my television over the last, uh, the last two weeks.

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I've just been like, I was watching the Netflix coverage yesterday,

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um, of the, you know, the, the, the big, the big, the big time move,

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right? It was like going around the dark side of the moon and then the slingshot

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to get them back to Earth.

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And I'm learning so many things about exit velocity and rockets and things that

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I did not know before that are just so incredibly interesting.

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So are you going over this, talking about it with your students as well?

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Oh, yeah, of course. I mean, I really wish we weren't in school.

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Like we had spring break last week, so I really wish we were in school while they did the launch.

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But we weren't. But we got back in time to make it for the lunar flyby.

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Oh, my goodness. I was so excited. I showed them, you know, the four astronauts

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that went into space. And then I showed them the images that have been coming in from NASA.

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And they were so excited. I mean, it was so nice to see.

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I put up the picture of that picture that they just uploaded a few hours ago

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of the other side of the moon.

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Yeah. And you could just hear in the classroom go, oh.

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And it was just like, yeah, isn't this so cool? Oh, I've been,

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I've been, I wish I can just look at that all day.

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I have to teach, but I didn't read it into my lesson for the first like 15 minutes.

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I think it's really nice that kids get like positive news, you know,

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for a change. So I agree. Yeah.

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I kind of expressed to them like, hey, in case you didn't realize it,

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like we're about to have a group of human beings that's going to travel furthest

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from the earth than anyone ever in our species history. So like this is kind of important.

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And then also looking at it, you know, from a civics perspective,

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like, you know, you fund a space program because it allows us to learn about what else is out there.

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Yes, but technology development and all the things that we get from it are beneficial to humanity, right?

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So it's like something that we should be funding, not to get political,

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right? It's something that we should be funding and spending some money on.

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No, 100%. Yeah, it is definitely something that we need to be aware of.

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No, I share the same views too. I feel like exploring is part of humanity and

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we definitely need to invest in that. I mean, just the fact that they're at

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the moon like yesterday, I'm still amazed by it. I'm yeah.

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Um, it's just amazing. It's just amazing. Like I, I, I found myself going down

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the rabbit hole of like, they had a video about like the toilet that they use.

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Like the toilets, like, yeah, it's like in the floor, but there's not a floor

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because there's like no gravity and like they have to have handles to hold on to it.

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And there's like, they have to wear ear protection because it's loud.

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It's just everything to me about it is fascinating. Everything is fascinating.

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Um, just because I would never do it. Well, you could even include biology into

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it because there was a, there was a video where like, I think the pilot, he was doing exercise.

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Yeah. And kids are like, what, why is he doing exercise? And I had to go over,

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I'm like, well, you don't really use a lot of muscles when you're in space because

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while you're not walking, there's no gravity.

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And so, uh, you lose muscle when you're out there.

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So you have to make sure that you're, you don't have a choice.

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You have to exercise if you want to be able to, you know, not lose muscle during

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space exploration. And they found that really fascinating. So you could definitely

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incorporate biology, chemistry, physics. It's all in one.

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As a science teacher, my heart, my teacher heart is just like exploding right now.

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And personal hygiene as well, because washing them wash their hair is next.

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Have you ever seen that when they would like totally have to do the dry whole

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routine of washing the hair?

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It's something else. Even like brushing their teeth when they like swallow the

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toothpaste and stuff like that.

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It's fascinating to me. And again, the closest I'm getting to space is Space Mountain.

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And I don't even go on that anymore because, you know, I can't handle it because I'm an old person.

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So Marcy, are you like a lot of other high school teachers that will not teach ninth graders?

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That's a great. What's really funny is that's hysterical. I was just talking

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with a friend of mine who's like, I'll teach anything at the high school. But ninth grade.

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I just don't want to teach ninth grade. No, I hate to admit it,

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but you caught me. You caught me.

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The reason why I majored in biology and the reason I decided to get my credential

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in chemistry is because biology is mostly ninth grade.

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So I went with chemistry to get the older kid. Good for you.

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But you caught me. You caught me.

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You're the first one to call me out on that. My husband teaches high school

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and he is one of the also like, I'll do anything, but not freshmen.

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You know, I'll teach anything. But yes, no. Yeah. He loves juniors the most.

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There's something like magical about juniors for some reason, but.

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Gotcha. Oh, we got some bells going off. Okay. Sorry about that.

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I'm still in school. Like I said, I just finished teaching half an hour.

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Oh, goodness. If I were to go home, I wouldn't have made it on time.

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Well, Los Angeles traffic, right? Yeah.

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So we're sitting here talking about all this technology and space and all these fun things.

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But one of the reasons that I think we're birds of a feather here,

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Marcy, is I saw an article about you on Education Week, about you rolling back

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the use of Chromebooks in your chemistry class.

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And um you know i definitely want to talk to you about that but um you know

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i i think that that's kind of where our our talk should start right like what

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are like some of the things that you've noticed in your career so far in regards

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to technology and why you've decided to scale it back.

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Uh yeah so um it started after we came back from covid uh the the the students attention spans have,

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dwindled down from my experience. And I feel like it's because they were stuck at home the whole time.

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Not only do they have to go to school on a screen, but afterwards,

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most of them did not really have adult supervision at home just because parents had to work.

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And then, you know, it was just like a very unique point in time.

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So they were on their screens the whole time.

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So, and that's when TikTok got popular, by the way, during the pandemic,

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because everyone was at home. They had nothing to do. We were all on lockdown.

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So just, you know, so to just come back to school and experience more screens,

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it was just, I don't know, I just felt a certain way about it.

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But other than that, I also felt like they weren't learning as much as they

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would on, you know, with pencil and paper.

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It's just, it just takes over their working memory so much. For example,

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if you're on the computer, you have to fight the urge of going on social media.

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Just fighting that urge takes the attention away from the material,

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just that in itself, right?

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And then for those that give in, well, now they're on YouTube.

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Now they're on like a TikTok, Instagram. So I've heard a lot of teachers go,

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well, just use GoGuardian, right?

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Block those websites. But now the student is in front of the computer trying

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to think of ways to go around GoGuardian.

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So now they're not focusing on the material. Now they're focusing on how do

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I get past this, you know, but like GoGuardian, right? How do I get past this blockage, right?

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From all the social media websites. So I just feel like it takes their attention away.

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And attention is so fragile. I just don't think it's worth it.

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I don't think the, you know, the pros and cons, I don't think it's balanced.

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I think there's definitely a lot more cons than pros when it comes to learning.

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So I decided, you know what?

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I'm just not going to use them as much anymore.

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Not to mention that they come unprepared and the technical difficulty.

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So let's say that the students were paying attention to the material by some miracle.

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Oh, miss, I don't have a charger. Oh, miss, I'm having technical difficulties.

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I'm not connecting to the Wi-Fi.

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So now other stuff are taking their attention away from the material.

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So like I said, I just don't think the pros outweigh the cons.

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It doesn't happen. So that's the reason I decided to take the Chromebooks away.

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And it has been a game changer in my classroom, to be completely honest.

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Students are more focused. They're willing to socialize with each other. You know what I mean?

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It's just we need to take away screen time. I feel like it's very detrimental to their learning.

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Yeah. Have you noticed any? So in our school, we started last year, we had no tech January.

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For the entire month, there was no tech in the school at all.

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And me, you know, I do have cafeteria duty this year.

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And so it has been something collectively of the people that I'm on cafeteria

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duty with that we've sort of said, like, you are not allowed to be on your Chromebook

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during lunchtime because they're not interacting.

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They're just playing games, you know, and so they're alone.

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Like, you might hear someone. And most of them are not appropriate.

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Well, that's true, too. That's true.

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It's first-person shooter games. Yes. It's like, granted, some of them are,

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like, doing, like, you know, Roblox or racing games or whatever,

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but, like, they're playing, like, you know, they're playing games that they

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shouldn't be playing in school.

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Yeah, so we collectively tried to encourage them to talk to one another and socialize.

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We now this year have No Tech Monday, which is good because the entire school,

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there's no technology on Mondays, which is nice.

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In my own children's school, they've been having like No Tech Friday.

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And, you know, and so I think that that's good, you know, to adapt and show

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that the kids, you know, that they can do it without, you know,

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it's kind of like, what did you do before a cell phone? How did you call your mom from school?

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You know, they really don't understand some of those things because they've

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never had to do them. So I like the idea of that.

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Does your school have any kind of...

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Like formal method of handling that is my first part.

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And the second part is when your students come into your classroom,

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what do they do with the devices if you don't allow them, but they need them for the next class?

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Yes. Okay. So I want to backtrack a little bit what you said,

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how you said how the students don't know how to do stuff without technology.

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New teachers have a hard time teaching without technology.

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I've been in the classroom for 10 years, right? So I was, I barely made it.

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Like I was in like those last few years where like, it wasn't one-on-one Chromebook interaction, right?

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So, but when that article on Education Week got published, a few of the newer

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teachers came up to me. They're like, wait, how do you.

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And I just found that so fascinating. I was like, wait a second,

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you've been trained in your teacher credential program to incorporate technology into the classroom.

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So they don't really, I mean, they might have some idea because when they went

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to school, they probably didn't have the technology, but it's just interesting

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to see how they ask that question. They're like, wait, so how do you give exams?

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And I'm like, wait, what do you mean? Like you just, so I found that part really interesting.

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My school currently does not have a system, a formal system.

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Just as you mentioned, we don't have like technology free Mondays, Fridays.

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We don't have that. A lot of our teachers do heavily depend on technology to

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conduct their lessons, which, you know, like that's their classroom.

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I have my classroom. I'm not going to comment on that.

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But we don't have anything formal. And then when the students come in,

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because they do need their Chromebooks for their other classes,

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I just tell them that I don't want it on their desks.

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Like it needs to be in their backpack. So that's a routine that we have.

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When they come in during the first few days of school, they will automatically

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take out their Chromebook.

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And I said, no, it needs to stay in your backpack, not on your desk, in your backpack.

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Because just having it on your desk is already a distraction.

00:15:40.164 --> 00:15:43.464
Yep. Because then what they do is that they're going to open it halfway and

00:15:43.464 --> 00:15:44.984
then play their little games halfway.

00:15:45.144 --> 00:15:48.604
You know what I mean? Like, it's just. Yes. I always call that alligatoring,

00:15:48.884 --> 00:15:51.584
you know, and say they look like an alligator.

00:15:51.944 --> 00:15:57.324
And sometimes like their heads were actually in the mouth of the alligator Chromebook.

00:15:57.424 --> 00:15:59.864
It's like, what? I can see you. What are you doing?

00:16:00.424 --> 00:16:04.104
Yes. They can't resist it. Yes. I experienced that at the high school level, too.

00:16:04.284 --> 00:16:07.284
So I had to tell them, put the Chromebook in their backpack.

00:16:07.424 --> 00:16:11.204
So that's the routine we have. I often think, too, though, I mean,

00:16:11.404 --> 00:16:15.524
I don't want to, I comment on what my children specifically go through.

00:16:15.684 --> 00:16:18.984
Like, my kids are high school seniors. I have twins.

00:16:19.744 --> 00:16:22.464
Jamie's son is also a high school senior in the same school.

00:16:25.104 --> 00:16:30.024
And her two daughters are in the eighth grade, right? And I just think that there's like...

00:16:31.062 --> 00:16:35.542
I'll look at my son's screen time, and I'll look at the fact that he was on

00:16:35.542 --> 00:16:38.942
his device for most of the day during the school day, his personal device,

00:16:39.122 --> 00:16:42.462
because they allow them to be able to listen to music while they're working.

00:16:43.582 --> 00:16:46.562
And I'm just like, but why?

00:16:47.482 --> 00:16:52.002
I understand it, but there's just this disengagement factor of then they're

00:16:52.002 --> 00:16:56.762
just literally sitting there on a screen, or they're given something to do in

00:16:56.762 --> 00:16:59.762
some kind of portal, and he gets all of his work done.

00:16:59.762 --> 00:17:05.802
He gets a A's and lowest grade is a B plus in a calculus class,

00:17:05.982 --> 00:17:08.782
like a dual enrollment calculus class.

00:17:08.842 --> 00:17:13.622
So he's a very smart kid and he knows how to put his nose to the grindstone and get the work done.

00:17:13.942 --> 00:17:17.322
But I just don't understand. And this isn't really a question for you,

00:17:17.402 --> 00:17:20.682
Marcy, because you can't fix it or none of us can actually.

00:17:20.862 --> 00:17:24.562
It's like, why are we allowing that? Like, that's the bigger question.

00:17:24.702 --> 00:17:27.222
It's like, why are they on their personal devices or we're telling them you

00:17:27.222 --> 00:17:30.802
can use it during lunch, but you just can't text anyone outside the building. And I'm like.

00:17:31.980 --> 00:17:36.860
You can't monitor any of that. So why are you even mentioning it?

00:17:37.020 --> 00:17:43.760
Like that to me is like it's a policy, but it's an absence of a policy that

00:17:43.760 --> 00:17:47.420
allows free reign for the kids to be able to do stuff on their personal devices. Right.

00:17:48.040 --> 00:17:51.520
Do kids also come in like are you fighting that battle as well,

00:17:51.640 --> 00:17:56.260
like with phones and personal devices or does the school or district have a

00:17:56.260 --> 00:17:58.100
specific policy for you guys to follow?

00:17:58.620 --> 00:18:01.800
We have a specific cell phone policy, actually.

00:18:01.820 --> 00:18:05.720
We were one of the first few schools in Los Angeles to implement it.

00:18:05.720 --> 00:18:08.420
So we have a cell phone ban during class time.

00:18:08.680 --> 00:18:12.840
So as they walk into the classroom, the routine is that they put their cell

00:18:12.840 --> 00:18:14.140
phones in a little cubby.

00:18:14.640 --> 00:18:17.780
And they have their designated cubby for their phone.

00:18:17.960 --> 00:18:21.420
And they place it there. And then at the end of the period, they can grab it.

00:18:21.420 --> 00:18:26.380
I think the thought process behind that is during an emergency,

00:18:26.380 --> 00:18:30.000
they're able to have easy access to their phones without, you know,

00:18:30.100 --> 00:18:31.880
the teacher trying to hand them out.

00:18:32.060 --> 00:18:35.520
You know, it's in their cubbies. So their phone cubbies, that's what I call it.

00:18:35.700 --> 00:18:39.240
So, you know, if there's an emergency, they can easily grab their phone because

00:18:39.240 --> 00:18:40.540
that was a parent concern.

00:18:40.780 --> 00:18:43.460
They're like, if there's an emergency, how are the kids going to how are my

00:18:43.460 --> 00:18:46.420
kids going to contact me? And I tell them, well, it's not. I mean, it's there.

00:18:47.260 --> 00:18:54.220
Easy access. But we definitely want the phones away during instruction because it is so distracting.

00:18:54.500 --> 00:19:00.460
I don't think it's fair to ask teachers to compete with TikTok or compete with Instagram.

00:19:00.780 --> 00:19:04.600
These are like billion or million, billion, I don't even know,

00:19:04.960 --> 00:19:10.880
dollar companies that have invested a lot of money to make the platform addicting, right?

00:19:11.080 --> 00:19:15.340
And so the fact that you want teachers to compete with that is just insane.

00:19:15.340 --> 00:19:19.380
No, like that's not that's not a fair ask on the on the teachers. I don't think so.

00:19:20.000 --> 00:19:23.440
Great. It's like ice cream and Brussels sprouts, you know, it's not right.

00:19:23.660 --> 00:19:29.180
It's not gonna my. So did your district buy you the cubbies and are the cubbies all the same?

00:19:30.072 --> 00:19:34.072
They did. They bought them for us and most of them are the same. Yes. Yeah.

00:19:34.552 --> 00:19:39.252
It's so, you know, my my husband's district is kind of fighting something similar with the kids.

00:19:39.652 --> 00:19:44.412
And and so like different I what what Joe and I often talk about and so many

00:19:44.412 --> 00:19:45.932
different people that we talk to in interview.

00:19:45.932 --> 00:19:52.172
What is so hard for the teachers and even harder for the kids is that everything

00:19:52.172 --> 00:19:53.172
is different everywhere,

00:19:53.492 --> 00:19:59.812
every day, every hour, every, you know, so it's like we're all having similar

00:19:59.812 --> 00:20:04.732
challenges, but none of the solutions are even remotely close to,

00:20:04.892 --> 00:20:06.152
you know, the same thing.

00:20:06.152 --> 00:20:09.372
And so you kind of, you go to one place, it's this way, you go to another place,

00:20:09.392 --> 00:20:12.112
and it's very confusing for the kids.

00:20:12.172 --> 00:20:16.252
And it is what I think often makes the adults and the teachers kind of throw

00:20:16.252 --> 00:20:20.512
their hands up and say, like, forget it, because we had a, we used to take them.

00:20:20.632 --> 00:20:23.672
Like, if we, if we found a phone, you know, if the kid had the phone,

00:20:23.792 --> 00:20:25.472
they're not supposed to have the phone, the phone's supposed to be in their

00:20:25.472 --> 00:20:26.832
locker, we used to take them.

00:20:26.832 --> 00:20:32.732
And then one of the teachers was accused of dropping the phone,

00:20:32.832 --> 00:20:36.912
the phone that she broke the phone. And it was this whole like back and forth.

00:20:37.092 --> 00:20:39.652
So there was a kind of a time period where it was like, I don't,

00:20:39.652 --> 00:20:44.312
I don't want to have, I don't want to take the phone. It's a thousand dollar, you know, item.

00:20:44.592 --> 00:20:47.972
And, you know, it's, so our, our school district now, that was some years ago,

00:20:48.112 --> 00:20:51.292
our district now is still sticking with that policy with the,

00:20:51.452 --> 00:20:52.512
you know, personal phones.

00:20:53.112 --> 00:20:58.212
In our school, but our, our kids, I guess, you know, it's not the same for them

00:20:58.212 --> 00:21:01.012
if they can listen to music or whatever, you know, I don't, my,

00:21:01.012 --> 00:21:05.052
my girls are like, I have kept them off of social media. They're 13.

00:21:05.572 --> 00:21:08.172
Um, they still don't, you know, YouTube every once in a while,

00:21:08.212 --> 00:21:12.052
they'll watch some videos and stuff, but as far as school, like they leave it in their lockers.

00:21:12.132 --> 00:21:15.912
They don't even try to walk around with it. So I wish there was more of an enforcement of that.

00:21:16.092 --> 00:21:20.132
Like we tried it, and just not enough people are enforcing it.

00:21:20.252 --> 00:21:25.472
So then you get people like me who, and I steal a line from my co-host.

00:21:25.872 --> 00:21:27.892
So, and Marcy, I don't know if I mentioned this, but.

00:21:29.226 --> 00:21:34.186
Jamie and I work in the same building together, but our kids go to school in

00:21:34.186 --> 00:21:35.846
different buildings, but in the same district.

00:21:36.226 --> 00:21:39.206
So, like, we know, like, what goes on in our school. We know what the policy

00:21:39.206 --> 00:21:42.646
is, but it's different. Yeah, like, we know what the policy and what should

00:21:42.646 --> 00:21:45.826
be happening, but then what is or isn't happening.

00:21:46.006 --> 00:21:50.126
Because it's up to certain discretion in certain buildings, which leads to the

00:21:50.126 --> 00:21:52.446
gray areas that get produced, right? Right.

00:21:53.566 --> 00:21:58.106
But it's it's very much a challenge, you know, especially now in New Jersey.

00:21:58.306 --> 00:22:02.226
They've like many other states have just passed legislation that there's a total

00:22:02.226 --> 00:22:03.406
ban during the school day.

00:22:03.626 --> 00:22:07.646
And I'm wondering, like our district can't just say, well, we already have a policy.

00:22:07.986 --> 00:22:11.406
But you don't because it's not enforced. So. Yeah.

00:22:12.226 --> 00:22:15.266
So I like the Cubbies, to be honest with you. Me too.

00:22:15.286 --> 00:22:18.606
And they can put them and see them. There's something about them seeing them

00:22:18.606 --> 00:22:23.446
that makes them feel better because they really do get lost,

00:22:23.526 --> 00:22:28.006
which, I mean, has anybody here ever forgot their phone at home and you're at

00:22:28.006 --> 00:22:30.246
work and you're like, oh, my goodness.

00:22:30.626 --> 00:22:35.646
You know, it's not an uncommon response. You feel like, what will I do without

00:22:35.646 --> 00:22:37.846
it? You know, we have all become attached.

00:22:38.066 --> 00:22:41.826
So in that way, I kind of understand when they feel panicked about it.

00:22:41.826 --> 00:22:44.386
So I'm sure, you know, but there's

00:22:44.386 --> 00:22:47.906
there's got to be something that that gives, you know, in that way.

00:22:48.146 --> 00:22:52.266
We have another question for you. What what have you stopped doing?

00:22:52.926 --> 00:22:56.206
You know, conversations around ed tech and instructional practices evolve.

00:22:56.426 --> 00:23:00.086
And we're just curious what you've intentionally stepped away from in your own

00:23:00.086 --> 00:23:02.326
classroom. And have you seen any positive impact?

00:23:03.696 --> 00:23:05.936
You know, I think we're going to get to the gamification.

00:23:08.176 --> 00:23:12.756
Have you ever thought, I work in education. Why is finding a job so weirdly hard?

00:23:13.116 --> 00:23:16.616
Yeah, scrolling through random job boards where half the listings don't even

00:23:16.616 --> 00:23:18.416
make sense is not the vibe.

00:23:18.616 --> 00:23:21.716
That's why njschooljobs.com actually makes sense.

00:23:21.976 --> 00:23:25.416
It's a job board built specifically for New Jersey schools, public,

00:23:25.736 --> 00:23:27.396
private, charter, and parochial.

00:23:27.576 --> 00:23:30.776
Teachers, administrators, counselors, support staff, coaching opportunities.

00:23:30.776 --> 00:23:33.536
If your job involves a bell schedule, this site's for you.

00:23:33.696 --> 00:23:37.736
It's free for job seekers. You can upload your resume, set job alerts,

00:23:37.916 --> 00:23:39.656
and apply without jumping through hoops.

00:23:39.856 --> 00:23:44.976
Schools across New Jersey actively use njschooljobs.com, so these are real current openings.

00:23:45.196 --> 00:23:49.436
They also host virtual job fairs, where you can connect with multiple districts

00:23:49.436 --> 00:23:51.596
online. No driving all over the state.

00:23:51.836 --> 00:23:55.916
Those are coming up soon, so check the link in our episode description to register.

00:23:56.216 --> 00:23:59.056
Head to njschooljobs.com.

00:24:01.276 --> 00:24:04.316
So a lot of times when teachers

00:24:04.316 --> 00:24:07.136
review they gamify the system so for example they use

00:24:07.136 --> 00:24:10.136
kahoot or look it and they heavily rely

00:24:10.136 --> 00:24:13.116
on that especially you know for exam review

00:24:13.116 --> 00:24:16.556
sessions I stopped doing that

00:24:16.556 --> 00:24:23.056
to be completely honest just because I noticed that the kid is not focused on

00:24:23.056 --> 00:24:28.036
the learning itself they're just focused on winning so for example I remember

00:24:28.036 --> 00:24:33.536
I tried the quizlet platform and there's like a game that they can play to get familiar with the words.

00:24:34.516 --> 00:24:37.156
But in the game what ended up happening is that

00:24:37.156 --> 00:24:39.916
they were just clicking on random stuff like it was just random they

00:24:39.916 --> 00:24:43.736
just they were just points yeah i actually really like i know what one you're

00:24:43.736 --> 00:24:47.336
talking about because quizlet had that like it was meant for them to collaborate

00:24:47.336 --> 00:24:51.556
with one another and like because they all would have the answers to all of

00:24:51.556 --> 00:24:54.756
the questions but they weren't on all of their devices so they had to talk to

00:24:54.756 --> 00:24:57.656
each other and say hey you have this answer for that question and i have this

00:24:57.656 --> 00:24:59.456
answer for this question but they would just start like,

00:24:59.976 --> 00:25:02.216
tapping the screen and hitting a button and that's not,

00:25:03.057 --> 00:25:08.517
learning. Exactly. What is not learning? You're just focusing on the gamification of it.

00:25:08.737 --> 00:25:13.217
And so once, you know, I realized that really like quickly also,

00:25:13.217 --> 00:25:15.357
I'm like, I don't, I don't think I like this.

00:25:15.437 --> 00:25:21.417
And so I adopted a new review system. It's a whole thing, but that's what I stepped away from.

00:25:21.577 --> 00:25:26.817
So for exam review sessions, instead we do practice problems and we look at

00:25:26.817 --> 00:25:31.097
the mistakes that we make and we learn from them and they study together.

00:25:31.317 --> 00:25:33.317
There's like this whole structured system that I have.

00:25:33.617 --> 00:25:38.917
And I've seen their test scores improve from that than just playing Kahoot and Block It.

00:25:39.257 --> 00:25:42.137
Now, there's always a time and place for them, you know.

00:25:43.197 --> 00:25:45.497
Sorry, the lights go on and off with this. It's all night. Oh,

00:25:45.537 --> 00:25:49.657
no problem. So, you know, there's a time and place.

00:25:49.777 --> 00:25:52.597
So, for example, maybe they just need a little bit of energy boost.

00:25:52.817 --> 00:25:56.297
Maybe I'll play it for like two minutes. But then I'll ask them, okay, now put them away.

00:25:56.437 --> 00:25:59.217
Like, you're energized now. Because we're on block schedule so it's kind of

00:25:59.217 --> 00:26:02.157
you know you have to keep up the energy so

00:26:02.157 --> 00:26:05.117
um but other than that no i don't i don't dedicate

00:26:05.117 --> 00:26:08.137
a lot of time to gamification when it

00:26:08.137 --> 00:26:11.497
comes to learning it just it doesn't work in my opinion yeah i

00:26:11.497 --> 00:26:14.337
am i um when the kids are we do

00:26:14.337 --> 00:26:17.217
these creation projects that can make things and a lot of times when

00:26:17.217 --> 00:26:20.397
they um if they choose to make something electronic they

00:26:20.397 --> 00:26:23.817
will make a book kit or you know um gosh there's

00:26:23.817 --> 00:26:26.537
one where like they hunt each other i don't know i don't know what

00:26:26.537 --> 00:26:29.377
that is gim yes gimket um and and

00:26:29.377 --> 00:26:32.097
so they'll make them and so i so it's good at least i

00:26:32.097 --> 00:26:34.837
see you know and then i watch and and i'm always like

00:26:34.837 --> 00:26:41.837
i don't i really just don't get this um but for me the gamification i i will

00:26:41.837 --> 00:26:46.697
do my actual textbook comes like every single topic we cover there's a kahoot

00:26:46.697 --> 00:26:50.817
that's made for it so they know like that's the only game that they're getting

00:26:50.817 --> 00:26:53.517
is the one that comes from the actual textbook,

00:26:54.077 --> 00:26:57.497
and they do, you know, they like it, but it is direct, like the material is,

00:26:57.597 --> 00:27:02.217
it's directly related to what we just did and it's very sort of simple and basic

00:27:02.217 --> 00:27:05.737
and there's maps and, but my issue also is.

00:27:06.550 --> 00:27:13.330
Having a child that my my child is a very slow processor and the games often

00:27:13.330 --> 00:27:16.050
really just are for the kids who are fast.

00:27:16.310 --> 00:27:21.410
And it doesn't mean that they don't know. It's just that they're not as fast.

00:27:21.610 --> 00:27:27.190
And so he would come home and like, I didn't get extra credit on my test because I wasn't fast.

00:27:27.430 --> 00:27:32.450
And that system of reward to me was so flawed as a parent.

00:27:32.750 --> 00:27:37.150
It just annoyed me. So it was, and, and, you know, and he, he knew it,

00:27:37.250 --> 00:27:39.430
he just couldn't do it as fast as someone else.

00:27:39.530 --> 00:27:42.770
But, you know, so I'll, I'll do it, like you said, every once in a while,

00:27:42.890 --> 00:27:46.650
but, and the kids will ask, like, how come we're not, not by this point of the

00:27:46.650 --> 00:27:49.390
year, they know, like, there's no, it's just not what we do.

00:27:49.570 --> 00:27:53.170
But, you know, so it's, it's, it's an interesting gamification.

00:27:53.350 --> 00:27:56.710
And there are so many of them that, yeah.

00:27:56.710 --> 00:28:01.030
I think that's part of the issue, too, is that when I sit and I listen to,

00:28:01.170 --> 00:28:02.450
you know, my colleagues sometimes,

00:28:02.670 --> 00:28:05.050
it's like, okay, we're going to do this book kit at the beginning of class that

00:28:05.050 --> 00:28:08.310
day, and then the next day we're going to do the GIM kit, and then it's like,

00:28:08.390 --> 00:28:13.990
but it's like day after day after day of that, number one. Right.

00:28:14.470 --> 00:28:18.210
And like, number two, it's like, OK, we all got GimKit.

00:28:18.350 --> 00:28:20.090
We're like, oh, this is interesting. It's fun. It's all different.

00:28:20.210 --> 00:28:23.010
But like, if I'm doing it and then they're doing it in their English class and

00:28:23.010 --> 00:28:26.290
then they're going into the science class and they're doing it like eventually

00:28:26.290 --> 00:28:30.010
you're going to get the eye roll and they're not going to they're going to be like, oh, this again.

00:28:30.010 --> 00:28:35.870
Like, yes, we do need to find different ways to do, you know,

00:28:36.090 --> 00:28:36.990
different things to review.

00:28:37.150 --> 00:28:40.750
I'm interested to hear a little bit more, Marcy, about your your system that you use.

00:28:40.870 --> 00:28:43.370
I know you talked about practice problems, but what are some other things that

00:28:43.370 --> 00:28:46.510
you've chosen to do in regards to review? Do you teach AP?

00:28:46.890 --> 00:28:51.230
Is it AP as well or is it just honors? No, I used to teach AP a few years back,

00:28:51.310 --> 00:28:53.370
but no, I'm not teaching it here. Got it.

00:28:53.710 --> 00:28:56.110
Yeah. So what does your system look like?

00:28:57.314 --> 00:29:02.894
Oh, it has changed throughout the year. So the day before the exam or like maybe

00:29:02.894 --> 00:29:08.334
a week before the exam, what I would do is I will print out all questions in

00:29:08.334 --> 00:29:12.134
multiple choice format just because it's easier to keep track of and blah, blah, blah.

00:29:12.294 --> 00:29:16.534
But what I would do is I would have them take a practice test.

00:29:17.974 --> 00:29:22.194
That's great. Actual practice tests. Like these are all the topics that we covered.

00:29:22.574 --> 00:29:26.694
And then we'll go over the answers as a class. Like, okay, for number one,

00:29:26.794 --> 00:29:29.574
did you get B? For number two, did you get C? Whatever.

00:29:30.074 --> 00:29:35.334
And every question is aligned to a topic. So I organize it in the table where

00:29:35.334 --> 00:29:38.634
there's the question, there's the multiple choice answers, and next to the question

00:29:38.634 --> 00:29:40.374
is the topic of that question.

00:29:40.874 --> 00:29:44.854
So, for example, maybe this is a stoichiometry question. This is a thermochemistry

00:29:44.854 --> 00:29:46.614
question. This is a whatever.

00:29:46.994 --> 00:29:51.574
So that way, when they get the answer wrong, they know which topic they're struggling in.

00:29:51.994 --> 00:29:55.834
Right? So I'm like, okay, if you got number one wrong, because that's a stoichiometry

00:29:55.834 --> 00:29:59.194
topic problem, then you're struggling with stoichiometry.

00:29:59.494 --> 00:30:02.274
So this is what you do if you're struggling with stoichiometry.

00:30:02.434 --> 00:30:07.034
So I have a whole game plan for them. Like, this is how you study the stoichiometry topic.

00:30:07.354 --> 00:30:11.714
Oh, if you're struggling with thermochemistry, okay, this is what you do in

00:30:11.714 --> 00:30:16.474
order to prepare for, like, to get better at answering thermochemistry topics.

00:30:16.814 --> 00:30:22.294
So, yeah, it's like a whole system. I literally show them how to study because

00:30:22.294 --> 00:30:24.294
students haven't been taught how to.

00:30:25.716 --> 00:30:29.796
They haven't. They haven't. And we have talked about that so many times.

00:30:30.216 --> 00:30:34.776
We hear that a lot from kids when they come back from college where they are

00:30:34.776 --> 00:30:36.816
having a really struggling and having a difficult time.

00:30:36.956 --> 00:30:39.556
And I mean, we've been teaching a really long time.

00:30:39.776 --> 00:30:43.836
So there used to be a class and it was called study skills.

00:30:44.196 --> 00:30:47.576
And every middle school student took that class and they were taught,

00:30:47.576 --> 00:30:49.376
you know, methods and ways.

00:30:49.536 --> 00:30:54.876
And so what you're describing is so smart and so necessary. And Marcy,

00:30:55.016 --> 00:30:58.456
we've talked to a bunch of people about executive function on our show.

00:30:58.676 --> 00:31:04.716
And I work for a company doing executive function tutoring for like,

00:31:04.736 --> 00:31:08.716
you know, seventh, eighth and ninth graders pretty much is the age group that I focus on.

00:31:09.776 --> 00:31:16.176
But we get emails weekly, daily, sometimes about college students that are signing

00:31:16.176 --> 00:31:20.696
up for the program that are having trouble, you know, chunking out their schedule,

00:31:21.036 --> 00:31:24.456
managing their time, applying study skills.

00:31:24.656 --> 00:31:29.276
So, like, if you're doing any of that in a 10th grade class, that's fantastic.

00:31:30.983 --> 00:31:33.763
It's like, oh, they should just know how to, they should get to me and they

00:31:33.763 --> 00:31:34.903
should just know how to do it.

00:31:34.983 --> 00:31:38.563
And they don't, they don't. You have to set those expectations,

00:31:38.563 --> 00:31:42.603
um, from the jump every year.

00:31:42.763 --> 00:31:45.263
And that's why I spent so much time at the beginning of the year about like

00:31:45.263 --> 00:31:47.763
how to use your planner and what does it look like when we study?

00:31:47.883 --> 00:31:49.043
How do we divide up our time?

00:31:49.163 --> 00:31:52.243
Why is it better to start a couple of days early than just, you know,

00:31:52.883 --> 00:31:57.103
cram the night before, like giving them the brain research behind that and have

00:31:57.103 --> 00:32:01.603
them understand what's the method of the madness. Why are we doing it the way that we're doing it?

00:32:02.883 --> 00:32:06.583
Yeah, exactly. And just to add to that, I think it's very important because

00:32:06.583 --> 00:32:10.983
what I've seen some schools do is that they think that they can just teach a

00:32:10.983 --> 00:32:14.763
student how to study in one day and they'll remember it for the rest of the year.

00:32:14.983 --> 00:32:19.903
And you're like, no, you have to teach it within your content, right?

00:32:20.063 --> 00:32:23.223
So, like, if you want to teach them how to use flashcards, guess what?

00:32:23.303 --> 00:32:27.343
You're going to have to do that throughout the year for them to develop that habit.

00:32:27.483 --> 00:32:31.083
It's not a one and done thing. So that's what I've seen a lot of schools do.

00:32:31.223 --> 00:32:34.963
They're like, oh, we have a week where we cover executive functioning skills.

00:32:35.123 --> 00:32:39.143
I'm like, oh, OK, well, that's a good start. But if that's all you're doing,

00:32:39.283 --> 00:32:42.963
that's not good enough because habits take time to form.

00:32:43.163 --> 00:32:48.323
And so you need to find a way to embed it into the content that we students

00:32:48.323 --> 00:32:50.463
can slowly build on those habits.

00:32:50.703 --> 00:32:54.243
Right. So I just wanted to throw that in there because I'm so glad.

00:32:54.243 --> 00:32:57.143
Great um yeah i mean that's that's the

00:32:57.143 --> 00:33:00.003
whole idea of us because because you talked about

00:33:00.003 --> 00:33:03.063
you know new teachers like how do i do this without a device like the

00:33:03.063 --> 00:33:06.083
whole idea of us talking about a tech reset here is for

00:33:06.083 --> 00:33:09.803
people that might be listening to be like okay well where would i get started

00:33:09.803 --> 00:33:15.923
like if like i i know what i would tell a new teacher if they want to like have

00:33:15.923 --> 00:33:20.203
less of a reliance on technology what might be a piece of advice uh that you

00:33:20.203 --> 00:33:24.603
might give a new teacher in the classroom if they wanted to start pulling back

00:33:24.603 --> 00:33:25.843
technology on their own?

00:33:26.043 --> 00:33:30.123
What do you think, what could be a first step for them in the classroom?

00:33:31.136 --> 00:33:36.196
I mean, I think the best way to do it is do it the same way as I was teaching a student.

00:33:36.376 --> 00:33:40.396
I think just model it for them, right? I mean, I think you could give a piece

00:33:40.396 --> 00:33:45.936
of advice to teachers, but it's so vague that it's just more practical to see

00:33:45.936 --> 00:33:47.816
it practiced in the classroom.

00:33:48.636 --> 00:33:51.956
So maybe my best advice would be like, hey, you want to come and observe my

00:33:51.956 --> 00:33:53.236
classroom? That would be great.

00:33:54.296 --> 00:33:57.296
And if you have any feedback, that would be great, too, because,

00:33:57.376 --> 00:34:01.056
you know, you never know. it's always good to have a second set of eyes in the classroom.

00:34:02.296 --> 00:34:06.196
I often film my lessons. And so, you know, I'll be like, hey,

00:34:06.316 --> 00:34:09.756
if you don't have time to stop in, do you want to watch how I do it and maybe

00:34:09.756 --> 00:34:12.356
get an idea and maybe that can get them started?

00:34:12.656 --> 00:34:16.236
Because we often just give throw, we throw so much advice to teachers,

00:34:16.236 --> 00:34:21.856
but it's hard to implement when we don't see how it's, you know,

00:34:21.996 --> 00:34:22.876
structured in the classroom.

00:34:23.076 --> 00:34:26.416
So I think that's where I would start. I'm like, or maybe include some YouTube

00:34:26.416 --> 00:34:28.776
videos, right? There's other amazing teachers out there.

00:34:28.876 --> 00:34:32.996
I'll be like, hey, let's take a look as to how this teacher is doing it without the Chromebook.

00:34:33.476 --> 00:34:37.056
Yeah. And do you, what do you do with the videos of the lessons?

00:34:37.216 --> 00:34:40.716
Is that something that you like turn over for the kids to have access to?

00:34:41.570 --> 00:34:44.710
No, I do it for my own blog.

00:34:46.310 --> 00:34:50.350
I upload it on my social media platforms. That way, you know,

00:34:50.390 --> 00:34:52.150
I can get feedback from other people.

00:34:53.150 --> 00:34:58.170
I'm currently doing a PD in my school and I'm trying to use my own lessons because

00:34:58.170 --> 00:35:00.410
I feel like you should practice what you preach.

00:35:00.850 --> 00:35:06.570
Right. We often hear so much in PD. We often hear so much instruction from people

00:35:06.570 --> 00:35:11.030
who haven't been in the classroom for years. And I'm like, I think I think we

00:35:11.030 --> 00:35:13.430
should get it from someone who's still in the classroom sometimes.

00:35:13.670 --> 00:35:15.230
You know what I mean? A hundred percent.

00:35:15.750 --> 00:35:21.470
Yeah. We just had our our our sponsor of the podcast just posted a quote recently

00:35:21.470 --> 00:35:25.410
that the best professional development is the teacher down the hall.

00:35:25.950 --> 00:35:30.110
And they had someone's name like attached to it. And I was like, Joe, didn't we say that?

00:35:30.330 --> 00:35:33.390
No, I thought that was us. But I know that is something that I say.

00:35:33.530 --> 00:35:37.490
But you I it came from you. Like I heard that many times. But I clearly must

00:35:37.490 --> 00:35:41.110
have got written. I was like quoted to somebody else and I was like, oh, no.

00:35:41.710 --> 00:35:45.510
But yes, I mean, yeah, it's clearly. It should have been Jamie Wonka. Yeah, thank you.

00:35:45.710 --> 00:35:48.830
Because that's something I heard from you very. And you also did a very,

00:35:49.070 --> 00:35:52.230
you know, did some amazing stuff at the previous building you worked at with

00:35:52.230 --> 00:35:55.990
the, you did the showcase. I can't remember exactly what it was called.

00:35:56.390 --> 00:36:00.270
Yes. Where everybody came and like saw a technology lesson that their students

00:36:00.270 --> 00:36:03.310
were doing hands on, which I thought was, which I thought was great.

00:36:03.310 --> 00:36:06.150
Because it wasn't just like, oh, I do a Kahoot. It was like.

00:36:06.850 --> 00:36:11.650
Well, we take this thing and we build something and then we use an earthquake

00:36:11.650 --> 00:36:15.950
thing to simulate and see if their structure withholds the stuff and then they

00:36:15.950 --> 00:36:17.710
record it and they show how it breaks down.

00:36:17.890 --> 00:36:21.190
And like it was really cool that it was it was like a physical model,

00:36:21.210 --> 00:36:23.550
but it was also something they were doing with technology.

00:36:23.710 --> 00:36:27.930
And I thought that was a really cool environment where, you know.

00:36:28.910 --> 00:36:33.430
Parents could then see what or how the students are using the technology.

00:36:33.430 --> 00:36:35.590
Yeah. And I mean, I love a poster.

00:36:35.910 --> 00:36:40.630
There's something to me always still about like that real physical image.

00:36:42.281 --> 00:36:47.401
Tracing letters, putting on display. Like there are so many things that happen

00:36:47.401 --> 00:36:51.921
that although digitally can be beautiful, you know, so many of them now are

00:36:51.921 --> 00:36:56.601
the kids are just so used to like even Canva where they can just like copy and paste everything.

00:36:56.601 --> 00:37:00.361
And we recently had a student who was using his Canva account.

00:37:00.581 --> 00:37:04.381
There was like a feature of AI in Canva. He was just copying everything.

00:37:04.641 --> 00:37:08.681
So like they thought that they had so many things blocked for him and he found

00:37:08.681 --> 00:37:11.541
some loophole with Canva, which was like, what?

00:37:11.841 --> 00:37:16.681
So there is like this idea of, yes, the technology can afford you some really cool stuff.

00:37:16.841 --> 00:37:21.561
But at the same time, like there are still steps of the learning process that

00:37:21.561 --> 00:37:26.501
are so important when you, you know, put pen to paper, even coloring some,

00:37:26.661 --> 00:37:29.521
you know, there's just like, there's so many things that can be learned from

00:37:29.861 --> 00:37:31.101
doing those things as well.

00:37:32.481 --> 00:37:35.901
The copy and paste projects. that's okay i

00:37:35.901 --> 00:37:38.761
think i it's not my original term i i forgot who

00:37:38.761 --> 00:37:41.821
said that but i'm like oh my god yeah that's what it is because often

00:37:41.821 --> 00:37:44.621
what teachers do is that like uh as a project they

00:37:44.621 --> 00:37:47.861
have students assign a presentation a powerpoint presentation or

00:37:47.861 --> 00:37:52.321
a google size presentation and i'm not a fan of those because i'm like well

00:37:52.321 --> 00:37:56.921
they can well especially with ai right like they they don't even beautify it

00:37:56.921 --> 00:38:02.521
on their home you just have ai like um it's just a copy and paste project and

00:38:02.521 --> 00:38:05.861
like no one learns from copying and pasting. So I,

00:38:06.470 --> 00:38:09.410
I don't know. That's just my opinion on it. No, you're, you're not wrong.

00:38:10.210 --> 00:38:14.690
And we agree. And that's why like a lot of what we're, we're talking about and

00:38:14.690 --> 00:38:20.210
building towards is, you know, what, what is the, the classroom going to look

00:38:20.210 --> 00:38:21.790
like in three, four or five years?

00:38:22.010 --> 00:38:25.570
Like, and none of us know that answer, but if we go back to,

00:38:26.250 --> 00:38:29.610
you know, 2020, which you said, you know, you started teaching pre pandemic, right?

00:38:29.810 --> 00:38:33.670
So I am, I am assuming the school that you were in was not one-to-one at the time.

00:38:33.870 --> 00:38:40.590
No, no. And we were, not i mean i know jamie the sixth grade curriculum was

00:38:40.590 --> 00:38:44.670
uh chromebook i was yeah we were one-to-one you guys were one-to-one but they

00:38:44.670 --> 00:38:48.010
were well they were but they weren't taking them home their one-to-one is like

00:38:48.010 --> 00:38:51.430
they were in the building right yeah so but then.

00:38:52.590 --> 00:38:57.290
Yeah we had the carts and then we go back to then it's 2020 and then it's the

00:38:57.290 --> 00:39:00.910
influx of funds to buy chromebooks because students needed them because we're

00:39:00.910 --> 00:39:03.310
going to be doing distance learning and hybrid learning.

00:39:03.590 --> 00:39:08.050
And some kids couldn't come to school for two years because of whatever medical

00:39:08.050 --> 00:39:09.050
conditions that they had.

00:39:10.930 --> 00:39:13.750
So you had all this infrastructure that needed to be purchased.

00:39:13.910 --> 00:39:16.530
But now that we're five years out now, right,

00:39:16.950 --> 00:39:19.990
and we're getting to end of life on a lot of these devices, and

00:39:19.990 --> 00:39:22.990
they look like my Prius that

00:39:22.990 --> 00:39:25.950
I just drove for 13 years that my daughter took over

00:39:25.950 --> 00:39:29.250
and then it died and we had to turn it in like they

00:39:29.250 --> 00:39:32.330
are on their last leg like my students get

00:39:32.330 --> 00:39:35.050
to the last period of the day with me which is you know

00:39:35.050 --> 00:39:37.750
we have six periods I have fifth period and like a lot of

00:39:37.750 --> 00:39:40.610
them and these are good kids like I know their devices are charged when they

00:39:40.610 --> 00:39:44.410
come to school they don't last a full day so I got like yeah and they're not

00:39:44.410 --> 00:39:48.850
meant to you know I often say you know we're doing we're asking these little

00:39:48.850 --> 00:39:55.110
Chromebooks to do a whole lot more than they were ever actually supposed to be able to do or handle.

00:39:55.870 --> 00:40:00.710
And so that is what frustrates me because I don't like all or nothing.

00:40:00.950 --> 00:40:03.770
I don't like also as a teacher, I don't like being told.

00:40:04.535 --> 00:40:10.495
That I have to do something. I want to be able to make decisions for my students

00:40:10.495 --> 00:40:16.895
that I think are, you know, in my professional scope, the things I know are

00:40:16.895 --> 00:40:18.955
right for them on their behalf.

00:40:18.955 --> 00:40:23.875
And so, you know, the whole idea of just like, let me just give you this,

00:40:23.955 --> 00:40:26.095
and you're going to play a game kit, and then you're going to go to Edpuzzle,

00:40:26.195 --> 00:40:28.335
and then you're going to, you know, listen to something else,

00:40:28.355 --> 00:40:29.455
or you're just going to play games.

00:40:29.575 --> 00:40:34.095
You know, that pattern of it is unfortunately definitely

00:40:34.095 --> 00:40:37.015
gonna you know it's sort of wrecking some of the good

00:40:37.015 --> 00:40:39.955
things that can be done and you

00:40:39.955 --> 00:40:42.835
know used um they can be used uh to do

00:40:42.835 --> 00:40:45.755
but you know it doesn't always work out that way

00:40:45.755 --> 00:40:50.155
but we are certainly interested in finding out you know other people's experiences

00:40:50.155 --> 00:40:56.695
and and um and yours is is by far um very eye-opening and interesting to us

00:40:56.695 --> 00:41:01.915
so we really appreciate that and how long have you been you know push not pushing

00:41:01.915 --> 00:41:05.135
back how long have you pulled back with devices and was there any,

00:41:05.755 --> 00:41:09.735
you know was there any pushback by either parents or administration in the building

00:41:09.735 --> 00:41:12.555
you were in because it seems that you have a lot of autonomy where you are where

00:41:12.555 --> 00:41:15.295
you can make decisions on your own was there any like hey why are you doing

00:41:15.295 --> 00:41:18.915
this anybody questioning or or at least looking for uh,

00:41:19.677 --> 00:41:23.617
you know, um, the reasoning behind your switch. Yeah. For you to defend it.

00:41:24.577 --> 00:41:29.437
Well, it's actually kind of funny. Um, my admin found out through the Ed Week article.

00:41:30.497 --> 00:41:35.017
Oh, wow. Um, yeah, they didn't know I was doing it, but they were okay with

00:41:35.017 --> 00:41:38.097
it. I mean, they, they didn't question it. I didn't get in trouble or anything.

00:41:38.337 --> 00:41:42.897
I think the only requirement is we, our textbook is online.

00:41:43.537 --> 00:41:46.397
So, um, you know, obviously we're required to use the textbook.

00:41:46.417 --> 00:41:51.377
So So, yeah, I do dedicate a few minutes a week on the Chromebook just to,

00:41:51.377 --> 00:41:53.137
you know, abide by that policy.

00:41:53.957 --> 00:41:59.497
But other than that, no, I haven't had any trouble. This is my first year doing it.

00:42:00.557 --> 00:42:05.297
Yeah, last year I used to use them a lot more, but it just became so frustrating.

00:42:05.557 --> 00:42:09.577
And it definitely burned me out as a teacher. I mean, a lot of things burn me out.

00:42:09.977 --> 00:42:15.257
But, like, I would rather take off one thing off my plate, and that's the Chromebooks.

00:42:15.257 --> 00:42:16.857
I don't want to deal with the chargers anymore.

00:42:17.197 --> 00:42:22.117
I don't want to worry about tripping over the charger cord, right, in front of everybody.

00:42:22.357 --> 00:42:25.457
Like, it's just one less thing I have to worry about.

00:42:25.937 --> 00:42:30.117
I also have a seating chart, and it was very frustrating where students would

00:42:30.117 --> 00:42:33.257
sometimes lie about their Chromebook not being charged.

00:42:33.397 --> 00:42:36.137
That way they can sit in the back because the outlets are in the back.

00:42:36.257 --> 00:42:39.017
And so now you have, like, 10 kids in the back, and you're like,

00:42:39.137 --> 00:42:40.157
no, that's not going to work.

00:42:40.277 --> 00:42:44.877
Okay, go back to your seats. So, um, yeah, I mean, I've only been doing this

00:42:44.877 --> 00:42:49.597
for this academic year and it's been great. I love it. I'm not going back.

00:42:50.577 --> 00:42:55.437
And I think you're not the only teacher. I mean, I started pulling back the

00:42:55.437 --> 00:42:57.497
beginning of last year. Um,

00:42:58.549 --> 00:43:01.329
And I don't think that you're the only teacher that is making that decision.

00:43:01.469 --> 00:43:03.989
Plus, I think that there's whole districts, and I don't know the exact ones,

00:43:04.049 --> 00:43:07.169
but there's a few that are like, we're collecting all the devices,

00:43:07.169 --> 00:43:08.089
we're going back to carts.

00:43:09.269 --> 00:43:13.429
Which, honestly, I would like to see us do. I mean, I don't know if we ever would do that.

00:43:13.649 --> 00:43:16.929
I would love the carts. Yeah, I would just say, let's go back to carts.

00:43:16.949 --> 00:43:20.869
Let's have them in the classroom. Let's plug them in. Keep them in class overnight.

00:43:22.329 --> 00:43:29.669
You know, I don't know. I mean, I know it's an equity issue for certain kids

00:43:29.669 --> 00:43:33.769
that maybe don't have where you have other kids that maybe do have their own

00:43:33.769 --> 00:43:35.829
personal devices and they're able to access stuff.

00:43:37.669 --> 00:43:41.049
So I don't know. I don't there is no magic bullet answer for this.

00:43:41.809 --> 00:43:46.189
But I'm curious as to what the classroom is going to look like in three, four or five years.

00:43:48.009 --> 00:43:51.709
You know, and I think that, you know, people like us and also like you,

00:43:51.789 --> 00:43:55.329
Marcy, are going to be leading the charge as to what that classroom is going to look like.

00:43:55.329 --> 00:43:59.029
So, I mean, I think with everything that's going on on the news,

00:43:59.169 --> 00:44:03.149
too, didn't they just sue like a social media company for? Oh, yeah.

00:44:03.769 --> 00:44:07.209
Yeah. And then they won the case. So I think that's just a start.

00:44:07.389 --> 00:44:09.289
I mean, that's how we started with cigarettes.

00:44:09.629 --> 00:44:14.789
Right. Like, hey, it causes cancer. Hey, this is very detrimental to your health.

00:44:14.929 --> 00:44:19.289
Right. And then they started suing the companies and now there's like warning signs everywhere.

00:44:19.529 --> 00:44:22.349
Now, we're not going to talk about the vape pens because they made a comeback, but whatever.

00:44:22.349 --> 00:44:25.249
Like that's another topic yeah um but it was uh

00:44:25.249 --> 00:44:27.969
it was a jury that found i'm sorry to interrupt but just so we have it

00:44:27.969 --> 00:44:32.049
it's um um there's a jury that found that meta and google were negligent in

00:44:32.049 --> 00:44:35.989
social media harms trial i think there was a young lady that sued and said that

00:44:35.989 --> 00:44:41.789
um she developed depression and anxiety um from compulsive use due to the addicting

00:44:41.789 --> 00:44:47.049
algorithms of social media um and there was six million dollars that was rendered um.

00:44:48.152 --> 00:44:53.392
Uh, against those Silicon Valley companies. Now, what do I think is going to happen?

00:44:53.552 --> 00:44:56.152
Like, this is probably going to get appealed and it's going to keep going up

00:44:56.152 --> 00:44:59.672
and up and up the chain here because it's going to have long lasting implications

00:44:59.672 --> 00:45:05.772
for, um, you know, social media companies and what they, what they do in the future.

00:45:05.972 --> 00:45:08.612
So I would see that, you know, this might be something that goes all the way

00:45:08.612 --> 00:45:12.472
to the Supreme court to be heard about what the actual impact is,

00:45:12.592 --> 00:45:16.172
or we, you go back to, you know, you made the claim about cigarettes, right?

00:45:16.632 --> 00:45:20.232
That surgeon General's warning, is there going to be some kind of disclaimer

00:45:20.232 --> 00:45:26.052
warning education program for people to understand the addictive nature of these

00:45:26.052 --> 00:45:29.272
devices and what they hold? So. Right. Yeah. Yes.

00:45:29.812 --> 00:45:34.092
Yeah. Yeah. Well, I think we're going to start to see less screens in the future.

00:45:34.732 --> 00:45:39.672
I just don't, I just don't see the benefits. I mean, our test scores are going down.

00:45:40.132 --> 00:45:42.952
I just, we need to do something and i

00:45:42.952 --> 00:45:46.112
i think i know it's just a correlation not

00:45:46.112 --> 00:45:48.812
causation i'm aware of the differences but i

00:45:48.812 --> 00:45:51.552
really believe that they're there there's a

00:45:51.552 --> 00:45:54.832
very strong correlation between screen use and and

00:45:54.832 --> 00:46:00.032
test scores i i really do think so um i think that that's somebody studying

00:46:00.032 --> 00:46:04.072
that somewhere like it's going to come out at some oh yeah yeah absolutely yeah

00:46:04.072 --> 00:46:09.932
no but even with math right it bothers me that computers are being used in math

00:46:09.932 --> 00:46:14.692
now i know they have some applications I'm not advocating to get rid of technology completely.

00:46:15.472 --> 00:46:20.592
There's definitely some uses for it Sometimes I use it for science simulations

00:46:20.592 --> 00:46:25.192
Because science is an abstract concept So there's some really good demos online

00:46:25.192 --> 00:46:30.212
that makes it more concrete So, you know, once in a while I use it But, you know,

00:46:30.312 --> 00:46:33.492
I wouldn't use it to have students write down a fraction.

00:46:34.550 --> 00:46:38.670
Right. So like because what happens is that now they're not focusing on the math.

00:46:38.790 --> 00:46:43.050
Now they're like, wait, how do I put a fraction on the computer? How do I format it?

00:46:43.290 --> 00:46:46.510
And like there's this whole thing that you have to do to format it into a fraction.

00:46:46.510 --> 00:46:51.390
And then we go back to the larger conversation of the, you know,

00:46:51.490 --> 00:46:56.950
most of the state exams went to online portals and then students had to have

00:46:56.950 --> 00:47:01.430
the the knowledge of how to do those things for when they took those exams.

00:47:01.610 --> 00:47:05.210
So then we had to start teaching them with those tools so they knew how I'm

00:47:05.210 --> 00:47:07.290
trying to, like, work this through in my head as I stare at the ceiling.

00:47:07.830 --> 00:47:13.950
Like, it's a lot. Yeah, it's a lot. And now I don't know what's going to happen as we move backwards.

00:47:14.470 --> 00:47:17.450
But these kids still are digital natives and can

00:47:17.450 --> 00:47:20.350
do these things without us giving them the instruction to

00:47:20.350 --> 00:47:23.590
do it at least that's my my take on it so yeah oh

00:47:23.590 --> 00:47:26.530
you would be i don't know have you seen how they google stuff

00:47:26.530 --> 00:47:30.570
no i like i

00:47:30.570 --> 00:47:33.330
remember i gave them an assignment we were like i think i wanted

00:47:33.330 --> 00:47:36.250
to see how they google right and so and this was before

00:47:36.250 --> 00:47:39.310
ai um and and

00:47:39.310 --> 00:47:42.250
they googled it and they're like miss i cannot find the answer and

00:47:42.250 --> 00:47:45.010
i'm like wait what do you mean you can't find the answer they're like well

00:47:45.010 --> 00:47:47.770
it's not in there and then i'm like wait a second did you just

00:47:47.770 --> 00:47:51.110
read that little excerpt that google gives you and then

00:47:51.110 --> 00:47:53.770
they're like yeah i'm like no you have to click on it you have

00:47:53.770 --> 00:47:57.250
to click on the website and read the whole thing so it was a whole lesson in

00:47:57.250 --> 00:48:01.750
itself i'm like wait hold up a second you don't know how to google yeah so um

00:48:01.750 --> 00:48:05.510
and and and these kids grew up with ipads right but the thing about the ipad

00:48:05.510 --> 00:48:09.970
is like you're familiar with apps you're not familiar with the computer itself

00:48:09.970 --> 00:48:13.710
okay i have some kids that didn't know how to copy and paste Oh, yeah. Yeah.

00:48:13.850 --> 00:48:16.870
Oh, I still say, like, the little, like, touch the baby's face,

00:48:17.330 --> 00:48:19.270
right click. And they're like, what?

00:48:19.510 --> 00:48:22.970
And your mouse pad, tap, tap, like a little...

00:48:23.999 --> 00:48:27.199
What yeah there's a lot of that means yes

00:48:27.199 --> 00:48:30.139
you're just like oh because you grew up on the ipad i'm

00:48:30.139 --> 00:48:33.799
like okay look like this is yeah oh yeah it's like

00:48:33.799 --> 00:48:36.639
when they they did like the the videos and they have like two people standing

00:48:36.639 --> 00:48:39.539
next to the wall and it's like uh you know they have someone like me and

00:48:39.539 --> 00:48:42.279
then a teenager like how would you make a phone call and oh yeah

00:48:42.279 --> 00:48:45.039
they go like that so it's like the brick

00:48:45.039 --> 00:48:47.859
thing so like there is a difference in like how we

00:48:47.859 --> 00:48:50.739
do things um i guess it's just me being hopeful that

00:48:50.739 --> 00:48:53.559
they'll know how to do that stuff um sorry i don't

00:48:53.559 --> 00:48:57.439
mean to rain on your no no not not one bit at all

00:48:57.439 --> 00:49:00.799
well marcy uh it is uh really

00:49:00.799 --> 00:49:03.979
uh breath of fresh air to have you on with us today i i

00:49:03.979 --> 00:49:07.079
do um thank you for taking the time out of your teaching day

00:49:07.079 --> 00:49:09.919
um and probably wanting to catch up on all the space

00:49:09.919 --> 00:49:12.739
things um oh my gosh i can't wait to get back on

00:49:12.739 --> 00:49:15.639
it i'm gonna put that as my wallpaper those new moon images that's

00:49:15.639 --> 00:49:18.619
gonna be my well it's so awesome hey well you

00:49:18.619 --> 00:49:21.379
know what you know what marcy segue go for it

00:49:21.379 --> 00:49:24.439
and joe um season three of uh of

00:49:24.439 --> 00:49:27.499
this little podcast here is brought to you by our presenting sponsor teacher's

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insurance plan check out their website for more information and get a quote

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and exceptional customer care to new jersey and pennsylvania educational employees

00:49:40.779 --> 00:49:45.119
we appreciate you so much for being here marcy joe i appreciate you.

00:49:45.359 --> 00:49:48.719
Jamie, I appreciate you, Marcy. Appreciate you very much for taking the time to join us.

00:49:49.459 --> 00:49:52.279
Thank you so much for having me here. This was so much fun. Awesome.

00:49:53.479 --> 00:49:58.179
We enjoyed having you. Next week, we have another guest for our Tech Reset theme,

00:49:58.739 --> 00:50:03.179
and we'll see everybody next time on the Balancing Act podcast. Bye. Bye.

00:50:04.639 --> 00:50:05.959
Look for the Balancing Act.