Chris Betcher

Having just experienced an interesting juxtaposition of two quite different conference modes, I was struck by the following thoughts... I spent most of last weekend putting a presentation together for the k12 online conference.  This virtual conference was started by a small group of teachers and has run every year since 2006. It is composed entirely of online video presentations of up to 20 minutes in length. These videos are presentation of ideas, best practice, classroom examples and big thinking submitted by educators from around the world. Presenters submit proposals just like a conventional conference, and these proposals are vetted by a selection panel for quality and relevance. Selected presenters then produce their 20 minute video and submit it and each year, over a 2 week period, these videos are released publicly.  There are a few live events and such to accompany them over the 2 weeks that the "conference" is running, but importantly these video presentations live...

With Google turning 15 last week, I've been pondering  about just how much friction has been removed from our lives because of technology (and web technology in particular).  Thanks to the web, many things that were once difficult, expensive, complicated or time-consuming have been made less of all of these things, and much of the inherent friction in these things has been dramatically reduced, and in some cases even eliminated completely. This removal of friction hasn't always been painless, and many industries have been decimated by the massive disintermediation that  digital technology has brought to them. Take the music industry as an obvious example.  In the space of about a decade, we've seen a huge shift from the idea of buying music on plastic disks to that of downloading music from "somewhere on the Internet", hopefully by still paying for it with some sort of subscription model like Spotify or Google Play All Access, but all too often pirated for free ...

I've never really been what you might call a perfectionist. Nor do I believe that it's ok to do a half-assed job of things. It's good to do things right and to the best of your ability, and if I had a choice between doing something badly or doing it well, I'd always rather do it well. But it's also easy to become paralysed with inaction when you feel that something needs to be done perfectly. I saw two examples of this recently... Our school has a very dedicated team of foreign language teachers, and we take our language education very seriously. Many of our students graduate with great proficiency in multiple languages, which I think is pretty amazing. Our languages staff are all deeply passionate about their language teaching and insist that any language should be taught using only the "proper" version of that language... so, for example we teach our French students how to speak Parisian French, and would never encourage them hear "improper" ve...

It's been said that you know when a 1:1 computing initiative is truly working in a school because you stop talking about it. The conversation stops being about the hardware - the computers, the tablets, the wifi, the network, etc. When all that stuff works the way it is supposed to, it begins to fade from the conversations that take place in the school. We stop talking about the devices and start talking about the learning that takes place with the devices. We stop thinking about the infrastructure required to make the technology work, and we just use it, fully expecting that it "just does". A good 1:1 program should be like oxygen. It becomes so ubiquitous that you start to forget it's there. Students and teachers begin to blend the use of technology into their daily routine in a way that becomes so seamless that it feels natural. Taking the technology away would be almost like taking oxygen away. You don't notice it until it's not there. How do you get to th...

It's been a while since I've posted here, which got me thinking about why that might be. I think the obvious answer is that it's just too easy to contribute on other platforms. When I first started blogging I used to post almost every day, sometimes a couple of times a day. It was to share a video or a picture that I found, jot down an idea, or just share a thought. These days, there are easier ways to do that than with a blog. For many, it's Facebook. For me, for a long time, it was Twitter (and it still might be if I could sort out this stupid password issue!) More and more it's becoming Google+, which really is emerging as THE social platform of the future. These services make it so easy to throw an idea out there quickly. And let's face it, for most people the level of engagement you get back on these platforms is probably higher. It's really no surprise that most of us are blogging less often. But having said that, I'm incredibly glad that I started...

I started on Twitter back in February 2007, joining the service as user number 779,452 using the name @betchaboy . At the time, I thought I was already late to the Twitter party but looking back at it now that the number of users has crossed into the billions , I guess that wasn't the case. In the time I've been part of Twitter, my use of it has grown considerably. As I write this, my Twitter account follows 3,931 people (mostly other educators with a nice mix of others thrown in just to keep in interesting), and there are 8,496 people following me. With over 11,000 tweets since I joined, Twitter has been a big part of my learning for the last 7 years. Twitter has been an incredibly valuable tool of connection and learning, and has enabled me to be part of conversations and communities that I never would have discovered otherwise. Twitter has, quite literally, been life and career changing for me. I've written quite a few blog posts about Twitter over the years, some...

One of the most common questions I get asked by teachers is how to include video in their online resources. Whether it's including video clips in Moodle or embedding a video into a wiki or blog, the use of video can be a powerful tool for helping students learn. As someone once said to me "Give me 3 minutes and the right piece of video, and I can teach you almost anything". Working with video has a reputation for being complicated. I remember doing an online video project about 13 years ago with a school in Japan and we were literally air-mailing VHS cassettes to each other each because it was the "simplest" way to get the job done. Indeed, it's true that even just a few years ago, working with video was still relatively difficult... the file sizes are huge, the editing process can be complex, and storing video files for playback on the web has traditionally involved a bewildering array of codecs and other technical-sounding choices. It's all too much fo...

It's clear that there is quite a lot about this thing we call "school" that probably needs to change and that there are many schools around the world that are embracing and leading that change with some really innovative ideas about teaching and learning. However, from what I can tell, innovation and genuine change for the better in education is still rather patchy and relies greatly on the passion and drive of individual teachers, many of whom fly "under the radar" in order to make positive change in their own educational circumstance. There are certainly schools that are, as a single organisation or even a whole system, making giant strides towards reinventing what modern education should be about, but if I was able to randomly drop you into one of the many millions of classrooms around the world to observe what's taking place inside it, I think it would still be fairly hit or miss as to whether you'd find teaching and learning that was modern, contemp...

I'm a horribly inefficient teacher. Honestly. I look around at what other teachers do, and I'm amazed at their productivity and efficiency. They get so much more done than me. It makes me embarrassed at just how inefficient I am as a teacher. I hate to have to admit it but it takes me literally hours to plan courseware, projects and assessments. I'd be a whole lot better if I just resisted the temptation to reinvent everything each year. Can you believe that I've been teaching now for over 25 years and I still haven't really latched onto the idea that I could simply teach the same thing, in the same way, using the same resources that I used the year before. I see so many other do that, and it makes perfect sense. I mean, you'd think that sort of efficiency should be obvious to any reasonably intelligent person, right? Why am I so thick? For example, I spent many hours today designing a new project for one of my classes. I thought my idea for this project was a r...

I was talking to a couple of people today about the way we use blogs with our students.  At my school we have a number of students and classes blogging, and every one of these blogs is completely open and visible to the public web. These folk were asking, with an obvious degree of concern, how we deal with this public visibility of student blogs and what steps were we taking to prevent them being seen by "just anyone". I've tried to convince many people to try blogging over the years. Usually, their biggest objection is "why would anyone want to read what I write?"  Their concern is usually about the huge waste of effort that blogging will be because they don't truly believe that anybody will ever read or take any interest in what they have to write. They imagine that their work will go into the black hole of the Internet where it never gets seen by anyone. And yet, when we talk about getting students blogging on the open web, the usual concern is just the o...