Let's stop being app snobs

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I've done it. You've probably done it. One specific friend of mine does it all the time. It starts innocently enough. You're in a conversation with a friend about keeping up on RSS feeds or blogs or the latest app you're in love with. Your friend says, "Oh yeah, I use [fill in the app YOU used six months ago and are SO over]." Without knowing it you roll your eyes and let a disgusted puff of air escape your lips. You have just become an app snob.

I think this goes along with what fellow ADE, Kyle Pearce mentioned a while back about how we push our colleagues out of the comfort zone and then chastise them when they aren't using what we're using or if we feel they're using something passé or subpar. 

An Entry Point
Yes, responders are not the most modern tech. An iPad or any web-equipped device can do so much more than most responders can. However, sometimes, that's what a teacher can see themselves using or that's the only thing available. If a teacher says, "I want to use responders!" You responding with, "Really?" and an expression akin to smelling rotten eggs, will kill that teacher's enthusiasm guaranteed.

Amazon Wasn't Built In a Day
Do you think drug dealers tell a prospective customer, "Oh....you want crack? Meth is so much better." No...well they might. I don't know drug dealers. Essentially, if you're trying to get your colleagues or teachers to use technology, let them suggest what they'd what to use and then build from there. Start with responders and then have them try out something like Socrative or Infuse Learning. Start with PDFs on an iPad and then move to Google Docs. Use Google Docs as a substitute for Office and then show the teacher how to make a survey. Give that teacher Springpad links enough and that teacher will 1) become more comfortable with the idea and 2) maybe even ask how to create one. Augmented reality might have made QR codes obsolete, but QR codes might be more approachable and that's ok.

You Say Potato, I Say French Fries
Also, keep in mind that people have different needs and like different things. I might be a fan of Diigo for keeping track of my links while you might prefer Delicious. Some people are more visual. Some people are minimalists. Respect that the other person just might like something different and don't be a jerk about it.

Quick Tip: Managing Kid Flow

Often times the sheer number of bodies in your room will make you realize your power is all an illusion. An illusion you must keep up at all costs. Thus, sending these bodies to do things like return to their desks or work areas, line up, or retrieve materials can become a running of the bulls type situation. This is especially true with kindergarteners and fifth graders. I posit these solutions (I'm using getting in line just for the example's sake, but you can substitute any other similar situations):

• Call students by what they are wearing. If you're wearing green, you may line up. 
• Side note: Kids who camp out by the door in an effort to be first bother me. I will intentionally avoid calling something which includes them because of it. This is part of maintaining that illusion of power and control.
• Also, this is a good opportunity to discuss things like what a collar is and give some inverse examples like, "If you're NOT wearing your hair in a ponytail, line up.
• My favorite is when only a couple kids are remaining and I say, "If you're wearing clothes, line up." Inevitably, at least one kid just looks at you with a blank stare.
• Call them by the first letter of their name.
• Call them by their job title. I posted here about classroom economy and classroom jobs. Even if you're not using the economy portion, the jobs would still apply.
• In the same vein, use their numbers. If you have your class assigned to numbers make it a mini math lesson. Call all people whose numbers are prime or divisible by three. It makes lining up a little more challenging.
• Avoid using things that are not factual. For example, do NOT say, "Line up if you like Justin Bieber." There's no way to prove this and even though you're positive not every boy in your fifth grade class is a Belieber, you will find yourself on the losing end of a stupid argument if you try to say any of them can't line up.
• Call them by who is following directions. I always say, "Criss cross, applesauce, hands are in your lap, voices are off." It's to the point where the kids will finish it I say it so often.
• Use a ticket out the door. Use this as an opportunity to reinforce your objectives or I Can statements for the day. Have them solve a math problem or tell you a way to say eight. For example, one plus seven or two to the power of three. They can tell you a fact from the reading or answer a question about the material. This could even be written down on a literal ticket and they can line up when you approve it.

What are your favorite ways to manage the flow of your kids to prevent them from becoming an educational mosh pit?