Part 1- Ideation Summary: Collaborative Work In this phase we each brainstormed the 100 ideas on how to better engage parents so that they can more actively support their EL students learning. We collaboratively brainstormed using mural.ly and each used a color to distinguish our contribution. With three members, we each brainstormed 33.3 ideas. Initially, it was difficult to come up with ideas and it was a little bit daunting to see our teammates come up with many ideas when we struggled to come up with one our own. However, as we began coming up with idea, it seemed to be a process which built up momentum. The next task was to sift through the ideas in order to search for patterns. We decided to stick with the categories given to us. From this process we learned that our group is very rational and that certain patterns were beginning to emerge. We wanted to create systems of accountability for both parents and students and to assure that students were progressing through the ELD program with the participation of their parents. Next we sought to explain our ideas to one another and then search for constraints and solutions. In the end we were able to come up with two different prototype plans that seemed to have the potential to embody many of our ideas rolled into two. We decided to prototype a Parent University and a Parent-to-Parent Mentorship program. Individual Work (My Contribution) I was with my team for the entirety of the collaboration so it’s difficult to pull out my individual contributions from those of my teammates. Each week it seems that different team members take the lead. This week seemed to be Sheila’s turn. She made sure that we knew which tasks we needed to complete and by when they needed to be completed. Although I did not lead this session there’s definitely something to be said about being the first or second follower. But if you insist that I take individual credit, I did some of the logistics, such as screenshots and setting up our mural.ly. Challenges A recurring challenge for our group is: lack of time/balancing time. This week, however, I was overzealous in thinking I could get the assignment going early in the week. In hindsight, that was way too ambitious for the final teaching week. After an email thread of what approach to take to complete the Ideation Phase and when to meet, we agreed that this is a collaborative project, so we scheduled a meeting time to work on and complete this phase. As a result, our work session was very productive, because we were all focused on the task at hand. Another persistent challenge was interpreting the checklist; however, with David’s strong DT background and through discussion, we were able to move forward with minimal time lost. Along the same line, through the multiple brainstorming sessions in this phase, we were addressing several points in the checklist, yet we had to go back to determine how to record to provide evidence. As we continue on to the next phase with more experience, the hope is that the challenges will be reduced and minimized. Applying this process with students We each have lead/modeled whole class brainstorming exercises with our English Language Learners on the whiteboard. It was much more difficult for students to do their own brainstorm, after seeing the teacher’s example. Instead of producing original ideas, they tried to copy the model. The next time we brainstorm with students, it would be best not to open with a demonstration. To give a more hands-on experience, stickies or small square papers can be distributed. Students can brainstorm a set number of ideas on a topic of their choice. Then, students can organize their ideas in categories and explain the categories to a classmate. This type of brainstorming promotes creativity and is not as limiting as the previous example. Tim Brown’s view on Creativity In regards to Tim Brown’s view of creativity, what we learned from this process is that the more fun we had in our side conversations, the more that our creative process began to flow. We have started to become the “friends” that David Kelly wanted to work with and it was this process that allowed to be mores free and open with the sharing of our ideas. Also, it was necessary to practice the creative process. As mentioned earlier in this reflection, initially developing ideas was difficult to begin but as the ball started rolling then we allowed ourselves to take chances and have fun with the process. As a result the ideas that we started to generate went from being off the wall to seriously fun creativity! Part 2 Based on my experiences, I would argue that education in the 21st century is incredibly lacking when it does offer students regular access to technology both within the classroom and at home. Whether or not this access comes from a student’s participation in BYOD or from a school-provided 1:1 devices, the crucial point is that students be provided the opportunity to use technology to enhance their learning. In her article, “Bring-Your-Own-Device: Turning Cell Phones into Forces for Good” Jennifer Imazeki argues that cell phones and other student devices can be used in order to promote learning and student engagement. Additionally, cell phones can be used in order to replace clicker, dedicated hardware for instant student responses. She acknowledges that these devices can be used in distracting manners and take away from the learning in the classroom. However, Imazeki concludes that the net gains outweigh the losses as she explains that “if you have patience and a flexible attitude, BYOD can be an effective way to engage students and make cell phones a useful part of the classroom interaction (Bring-Your-Own-Devices).Although I find many of the points which she makes to be outdated, what I do find relevant is that it’s not the device which is the problem when students use them in off-task activities, it’s the instruction, accountability, and student engagement that’s the problem. So going back to my original assertion, yes, all students should have access to technology to enhance their learning. The problem with BYOD as opposed to 1:1 is that teachers, administrators, and IT personnel have less ability to control student activities and misbehaviors when using their own devices. However, the benefits of BYOD is that there is less cost for the school, devices can be more regularly refreshed. It is time that educators start looking towards the inevitable integration of tech into the classroom, one way or another. Imazeki, J. (2014). Bring-Your-Own-Device: Turning Cell Phones into Forces for Good. The Journal of Economic Education,45(3), 240-250. doi:10.1080/00220485.2014.917898 T. (2008). Tim Brown: Tales of creativity and play. Retrieved June 06, 2016, from https://www.youtube.com/watch?v=RjwUn-aA0VY