Twitter ate my brain and I liked it on Facebook

Too much information hitting you too fast? Are we pushing information at educators simply in response to the massive multiplayer game known as Twitter? Maybe so and here’s what I think is causing the potential edu-Snow Crash.

First, I’ve been on Twitter 97.8% longer than everyone else according to some info-mining algorithm. This must indicate I know more than all but 3% of the planet which entitles me to speak with authority. I also have a cute avatar and willing to drop a button on my shirt at a conference for the boyz. What rubbish.

Second, back in the day, blogging was kind of slow. People took time to write, time to think and time to respond in what seems today a very civil conversation between people who had the sense to learn how to search properly. So back in the days when young Will Richardson got a glimmer in his eye and wrote a book called “Blogs, Wikis and Podcasts”, people we’re already connected to a network. Then came people like Clay Shirky and added a dose of moral panic with tales of civic-technology-saves-the-princess and someone kicked off TED talks and scooped $6,000 a seat and a bucket load of ad-revenue. The “PLN” was born – and all of a sudden, it’s not cool unless you’re tweeting motivational messages or summizing Prensky on your IWB. No one got more literate, they got more distracted and a few got paid or joined the Spice Girls.

Twitter is increasingly useless on purpose. It wanted, and has manged to become, the worlds most used bookmarking service as people like @grattongirl endlessly fling link bait into the metaverse and we follow Captain Obvious to whatever bloody web conference he’s at today – RT-ing his own Tweets and telling people what we should do, before hitting the buffet. If you want to be cool, that’s the way to do it. Then we have the social climbers – those who don’t do much at work apart from Tweet, feasting on their public funded iPad until it’s home time. If you want to get ahead, get on Twitter. Bugger reality, just keep saying it and the drones will believe you. Guess what you’re still in reality. Take a look around.

A neutron walks into a bar and asks how much for a drink. The bartender replies, ‘For you, no charge.

Reality check: Twitter isn’t what it was (let’s have a beer and talk about glory days later). To put it into perspective – its the Internet equivalent of CNN’s screen-ticker. It’s designed to distract and hold your attention only long enough for you to snack on link-bait (and download Snack Games to Snack Apps) and thereby pay less attention to the big picture above which is often full of rhetoric that we’re also supposed to consume without question. And we do – as Twitter is the ultimate bar-tender, happy to listen to anyone and everyone. I wontz my MTV, Kittahs and links to Fat Kid on a Rollercoaster as long as it doesn’t stop me yelling at politicians on #qanda where I endlessly ‘top’ them with my dazzling appreciation of culture, media, politics and religion. Is that what you really want to show teachers? Yes, of course someone will pay you good money to do that in a workshop so I hear.

It’s called information fluency. Take a breath, learn from someone like Judy O’Connell. Do you think Judy is drooling over her iPhone, tapping refresh like dog trying to scratch an unreachable itch? No. Do you pay enough attention to what Judy’s been saying about the Semantic Web? – Nope. I just tap my screen and RT things, unless I’m being really cool when I RT it to #yam to impress the boss.

Judy – like many other curate their information sources, as they know how to organise it into useful collections for a purpose. I’ve been to Judy’s house – there’s no digital dumpster out the front.

If it takes a 3 seconds to read a Tweet, it takes 30 to follow the link – it takes 3 minutes to read the post and 3 hours to digest what it said (assuming it is a post intended to make you think). That is nuts, no one can process that kind of information. If however, it comes to you, behaves itself and sits in the spot you want it, then like a good dog – you are it’s master. No one wants a dog that barks and bounces around when you’re trying to think. 90% of links that get RTs are not about getting people to think – they are like information coupons offering you a discount in the knowledge isle, or about you buying into someones Top 10 hyperbole.

This would be one of those circumstances that people unfamiliar with the law of large numbers would call a coincidence.

This is the tragedy of blogging these days – people want a free coupon not a conversation – we want it now and we don’t want to work for it. It just may be that we are now more dangerously irrelevant than we’d like to admit.

I thought the the point of social media was that it could help fill the (_____) gap in thinking, and yet, just a few years on we’ve managed to invent snack-media. Yey for us … for we are many and they are n00bs. There, I said it, leave a comment in 140 characters of less  or just maybe go and blog something that tells me a story that changes everything.

And please follow and RT @massMinecraft if you notice it *wink*

Rethinking how we serve up presentations … Lunchlady2.0

This weekend, I took time off from gaming, and decided to see if I could use iPhone/iPad in different ways to present media to big TVs and projectors. I am wondering how to escape the traditional lecture, and if an iPad can be used a little like a server or an audience feedback system. For example, can I show a diagram on projector, allow others to see it on their iPad, and then to see if they can annotate it in some way and share it back. Next, can I ask a question, then allow the audience to watch videos or other content on their iPad as they need it.

I was specifically trying not using AppleTV which is tied to iTunes (booo) and using it in ways that full-mirroring won’t accomplish. Plenty of people bought iPad One. It seems the ‘magic’ didn’t extend very well to video-out, as full mirroring was never included, leading to plenty of ‘apps’ being developed to try and do it. There are plenty of useless ones, that crash or do nothing — WebShow I’m talking about you. This post is about how to create a cheap-media server from your Mac – and use it to stream video and images to projectors, and allow other people to pull them from you to their own devices – via local, wifi and 3G networks.

Air Video works and is rather clever. Anyone who has tried to load movies in to iTunes knows how Apple’s magic won’t extend to formats that Apple doesn’t see as white, but black magic, such as dot avi. The work around has been to use Handbrake to convert your rogue file to a format iTunes does like, and I have to say, Handbrake does an excellent job, but of course takes time, and locks your video into your iTunes account as is the way with the Colditz of digital rights management.

So Air Play is more a media server. You install the server add-in on a Mac and you are all set for wifi-streaming. Install the Air Play App on your iPad, find the folder of media you want to share stream it to your iPad. An excellent solution for those who are thinking about having video-resources and believe that people are mobile, not desk-bound. Air Video works over local network and over internet (including 3G). There is a free version, which would be fine for ‘consumption’, and a cheap paid version that does the conversion stuff. Air Video also works with your iPhone.

Best of all it  supports live conversion and offline conversion where the entire file is converted upfront. It lets you customize the conversion settings, zoom and crop the video. This means you can create or scrape video from the internet using popular tools such as iShowYou ($20 screen capture, which I use all the time) or KeepVid, which allows you to back up your YouTube videos to MP-whatever.

Now if you also want to push this media to a projector, not just an iPhone or iPad, then just spend $20 on an RGB out connector and a 3.5mm audio line to your speakers and off you go to the big-screen. This is kind of cool, especially as you can stream things over 3G and over distance. No more file conversion, no more having to keep videos on public servers – for under $50.00 you have your own media streaming rig and file conversion toolbox.  Although the iPad One has to await iOS5 to get full mirroring, to use all the apps in video out mode, I was more interested here in thinking how to use a desktop Mac as a media server, and then how to use that to allow ad-hock use of video files. Air Video achieves that, not least in the fact it would be entirely possible to use iShowYou to record a lecture or a lesson activity and then to have the immediately available.

In addition to this, I played with ImageBank ($0.99) which also has a basic server rig, so allows you stream photos to your iPad. Now if you just want to make still slides, this thing will allow you to present a set of images. On the desktop, you set a folder for your image set (which you can also password protect). It has an autoplay mode, shuffle and manual controls, which will allow you to flick back and forth between images – and send them out to your projector. Another option is Cinq which again has a iPhone/iPad client and a server rig. This one also allows you to pull images from your network in Facebook.  Cinq will pull images from iPhoto, but also manages to deal with a remote folder on your ‘home mac’ so if you are taking images with your iPhone or iPad Two, you can send these directly to your iPhoto or other folder via wifi or 3G, and of course anyone with access to that can immediately collect them. In the version I have, it refused to work with Twitter, and I’m not sure the ($2.99) asking price for ‘ad-free’ was worth it – perhaps if it pushed images to Facebook or Twitter, but as it is, it worked like ImageBank for free.

 

5 way to make life easier for the audience

There are ton of things a true conference road-warrior needs in their bag, if they are to survive out there in time-lag conference venue land. So here’s a few tips on how to get fit.

1. Haz your own wifi!

First, get your own wifi via 3G. It doesn’t matter if you tether, get a personal hotspot or use 3G on your phone, you need it. Where people once brought a laptop to a conference, they now bring a laptop, a phone and an iPad, and most venues have not worked this out yet. Let’s assume you carry your own DVI to RGB converter, an audio line and a VGA cable. Look after these things, most of the fails are not about the computer or the projector, they are due to crap cables that result in frantic waggling buy young men in block polo-shirts. Tag your stuff, spend a few bucks on a plastic key-fob and then use thing electrician ties to fasten it to your stuff. Make sure you put your mobile and your social-media contacts on it, that way when you leave it behind, they can give it you back. Those mini-dv to RGBs are expensive and easy to forget after a presentation.

2. Make it easy to give yourself away

Get a QR code made up to a web-page that bounces everyone to your webbyness spaces. You can use something like LiveBinders for this. Regardless of what you are presenting – know this, you are dealing with a pack who want resources! – you can’t win anyone over with rhetoric. They want stuff, in fact there is a special breed of conference goer, who will not even bother to listen to your set, they roll in, swipe the resources and freebies, like teenagers raiding the pantry after the weekly shopping. So make sure you have something – a reward for them listening, something that you have not previously handed out online, but keep it online, so that in your LiveBinder they can grab it. Get yourself a large luggage tag, the encapsulated type, a nice durable one. Put your QR code inside and you can fix it to the inevitable conference lanyard, so people and scan it as they talk to you. It’s a great way of kicking off a conversation, and stops you looking for paper and a pen.

3. Have a ready to go back-channel

Consistently, I find that only a small percentage of teachers at ‘system driven’ conferences have Twitter. Most people spend less than 2 hours a week online in an effort to learn about technology. I know this because I poll the audience. So in your kit bag, use Today’s Meet, as it’s fast, simple and doesn’t require any sign-in or commitment to get onto social-networks. Prime it with a brief overview of why your talk matters and links to your own blog. Don’t hand out the presentation at the start! Figure out what your driving question is to the audience and ask them to reply to it on Todays Meet. Something that will take 2 minutes tops. Next create a poll, using something like poll-anywhere, so that even if they don’t want to write anything, they can give a response. I often ask about time online, simply as it gives me an instant view of who I’m talking to, and therefore what I’ll talk about. There is no point in talking about the need to spend 200 hours learning something, if your audience says they have 2, which actually means 1. At the end of your set, ask for feedback – and again allow them to use Todays Meet or a poll. It’s a handy way of finding out what you’re not so good at.

4. Play with new tools to present with

It often strikes me that those who talk about the ‘future’ have the most primitive delivery skills. PowerPoint, with pictures of games is still PowerPoint. Powerpoint talking about change, isn’t change. It falls to those that lecture to at least attempt new ways of doing it – as often their message is about ‘new’ yet presented in a rather conventional way.  Perhaps use an iPad, try out AirPlay to connect an AppleTV (which you can hook to the projector) and stream to it, or you go iPad to VGA and use Scribblar or other to turn your iPad into something more interesting.  There are so many new ways of presenting and making things interactive, yet often a keynote is little more than 30 slides of rhetoric.

5. Accept that the audience are not great at active listening

“If I always do what I’ve always done, I’ll always get what I’ve always gotten.” – Eric Hoffer

Research reported by Ralph Nichols, distinguished communication professor at the University of Minnesota, reports that listening is a learned skill. His research findings indicate that most people forget fifty percent of what is said in the first two minutes, and twenty-five percent after eight minutes, and can retain the rest of the information only for about a month. To retain more information participants need to use active listening skills, try to anticipate where the presenters’ lecture is going and get an opportunity to interact with the material. We retain only 10-25% of what we hear after a thirty –day period. The lower the interaction the lower the retention. This is part of the ‘change’ problem, the way we attempt to persuade is simply not effective. In an audience distracted by Twitter and the excitement of connecting with people at a conference, our brains are processing all sorts of ideas and intentions for the day. This is slightly different to a University lecture, where people are engaged in a routine that lasts months, not a single day. So, rather than quote references to evidence (something many people don’t bother to do), include the full paper or report in your Live Binder. This allows people to find it more easily.

How to make sticky technology for PD

Last year I managed to scrounge some money to buy 30 or so iPads. I know lots of people are using them in education, but I thought I’d share why I wanted them. I don’t actually care about educational apps. As most people only use evidence arguments to avoid agreement with what you’re proposing – just avoid the whole situation.

Most people experience professional development in essentially two ways. Sitting in rows being PowerPointed, or in a workshop where you get a little bit PowerPointed then asked to do something with a computer. Neither is very satisfactory – or generates a stampede of people wanting to do it these days. It’s nice to have a bit of time away from the usual day, but increasingly in-effective.

Most see PD with technology as having to overcome an avoidable obstacle – those that don’t will figure it out anyway. We need to get over this idea that the role of teacher-educators is to collapse the fog that surrounds complex computational concepts and operations – or be the new eBilly Graham of the early 21st Century. It’s just weird – but obviously supports a multi-million dollar circus.

Our brains know that there are other ways to learn these days. Even grandma’s heard of YouTube and I doubt theres a district or system that hasn’t done at least a little ‘shift happens’ shovelling.

But the first decade of Web2.0 has passed. It isn’t the same as it was back in the day. We are less life long learners integrating technology and more life long ‘social’ learners interacting because of technology.

We subconsciously see laptops as hard work and view PowerPoint with waining attention past the first 10 slides. Our brains are onto us. We know that transferring what we’re told to action is further hard work. The net result is that most people have an enjoyable time, but few are truly able to go back to the busy desk and take up new challenges.

Ipads ambush the mind for one big reason. They don’t hold deep anti-thoughts. That is most people’s subconscious relationship with laptops and desktops. You are not opposed to giving iPads a go – as we are curious monkeys. When we discover that we can do cool stuff in minutes, we get that feeling game designers call ‘fiero’ – the emotional high you get that makes you feel great.

The iPad is the first device in recent educational history that manages to do this. Game handhelds and consoles have been doing it for ages of course, but most teachers don’t game with technology – and few see a laptop or desktop as ‘fun-work’ worth doing. They are tied down, obstinate machines – full of snarky dialogue boxes that programmers use to make non technical people feel stupid.

It’s a revelation to discover you can master it really quickly. Good apps let you master them fast – bad ones have a gazillion stupid menus that make you work hard, but never feel like fun to use. Amazingly, you learn to spot a crap app in about an hour. That’s a transferable skill.

To me, $700 is a cheap way of getting people to feel good about their relationship with technology.

We give them iTunes cards and no instructions at all. We don’t even give them advice. But we do wrap them up like gifts – everyone likes presents right?

In a room full of people, all feeling great because they just become masters, not subjects of technology – it’s a rare feeling. The rest of session becomes fun-work, being able to goof off, play with the iPad around whatever you’re talking about. People begin to see what you are saying as achievable good-fun-work. Of course you have to design PD like a game-experience (rethink your PD model or die),  but it’s not as impossible as the brain-missing idea that we can PowerPoint people into submission.

ipads changing our relationship with text

An observation about iPad’s that I’m exploring with colleagues is that they change the relationship people have with technology and with writing. Firstly, let me put this in context. Most of the people that have these where I work, are involved in some form of writing process. Secondly, the people that have the iPads are not typical power-users of technology in many cases.

For example, a colleague who, for the longest time used a computer as a writing tool (Word) on a desktop computers will not have the experience that those who carry Word around on a laptop will have to write almost anywhere beyond their desk. Perhaps they are more used to note-taking at a conferences, meetings or interviews  on paper – followed by a wordprocessor write up.

The iPad, in the first instance is handed over with no assumptions, and people encouraged to play and do what they like with it. I think adults are quite capable of setting their own learning goals.

Amazingly, many who have not used technology for work in mobile ways, start to do so – and within a few weeks we see the iPad appearing at meetings and discussions over the pen and paper. Many have downloaded something like Sound Note or Audio Note, and have started to record audio, and tap out notes ‘live’ so to speak. Before that they learned how to download – all sorts of app-store-flotsam.

Sound Note allows you to flick files to Dropbox, where as Audio Note likes you to connect to it or email it. What some have started doing is recording interviews and meetings – taking no notes, and then when they come back, have played back the audio and make more notes from it. Audio Note inserts time stamped text, relative to the point of the recording – where Sound Note doesn’t.

Two very different approaches to writing – and both very different to a laptop and a desktop – so what are they writing about? Are they writing less, writing more, where does it go? … a whole pile of new questions arise from this new behavior and technology.

When asked about writing ‘in the community’ , these people would not have taken a laptop.  They would not have used the internet to transfer data from device to device, and would not have used audio and text concurrently to write.

They now take their iPad along with them, prepared to use technology in ways which they would not have done previously – this is is 24/7 PD right?

When I hear about people, using or not using technology  – especially when asking students – I have to think that they are talking about laptops and desktops – and usually in relation to some form of writing. So the questions and answers we get relate to this, and to a lesser extent mobile phones (which young people really do use as telephones). iPads change so much more … as writing on an iPad does not occur in the same way as a laptop.

We need new questions.

So I’m thinking here, that iPads – do seem to engage people that might not otherwise consider technology. I also think that at $600, they are a very cost effective acquisition strategy. The trick seems to be – don’t tell people what to do with them, or set rules. This will of course sound orkish to those brains who like to control and dictate everything – usually with almost no success. Go on, buy someone an iPad.

Field Runners

Field Runners, a $9.99 iPad Game is awesome. I won’t repeat the review, but for the non-gaming educators out there, the strategy of this game is typical of many online browser games that kids of all ages are playing called ‘tower defence’. Field Runner is basically a 2D matrix of rows and columns, using a system of money and reward for items. It is strategic, and of course the little toons get hammered by guns and rockets.

I downloaded it (needs wifi) and handed it over to Mr5, after I played a couple of rounds of course (just to test it out).

He hadn’t played this kind of game before, so it took about a minute for him to figure out how it worked and within 5 minutes he had figured out that money/reward system, upgraded his weapons and figured out to slow the bad buys with one weapon and then nail them with another. He made 50 levels on his first go (better than I did).

Miss7 arrived and started offering advice about arranging weapons in patterns, and started to tell him how many he could have using the funds (division). Together they unlocked the next level, all the time negotiating. All this noise of course attracted Mr9, who announced he was the ‘best’ because he played Starcraft (I love that kind of assumed brilliance), so everyone should listen to his view of how things needed to be done (which promptly failed, triggering spectacular rage-quit). Apparently, this game is not what he’s used to, and therefore ‘stupid’. He returned later to play of course and kept playing until he was top of the high score list.

For anyone who thinks kids are not able to collaborate (and work to their strengths – over age groups) think again. Great fun, and another fine example of how the dexterous little iPad is a great device for learning.

iPad Adventure Begins

The iPad: Magic, you all ready know how to use it and its crazy powerful. Or at least that is the claim. Many Universities immediately believed it, and many have been handing them out to students already. Whoa, hold on … we didn’t do that with laptops or netbooks, how come we’re doing it with iPads?

I admit, I bought one on day one, and I like it. But I didn’t buy it to learn per se. Nor has it made me a better learner really. As much as I like it, I am not at all sure that the 95% of conscientious objectors, avoiders and ‘busy’ people will either. So at Macquarie University – We applied for some grant money to investigate and test Apple’s marketing message.

We’ll probably end up with about 40 in the field. Roughly 50/50 split between academic staff and ‘professional’ staff. Over 2 months, we want to let staff have an iPad Adventure, drawing upon ideas of ‘cybergogy’ in that the device has a number of domains that come together to create engagement with whatever you might do with it.

We are looking at four areas: Dextrous (can you use it), Emotional (do you like using it), Cognitive (did you learn with it) and Social (did you do something with others). In those areas, there are numerous sub-sets and possible uses.

The adventure on day one, set’s out to hand out iPads to staff, with iTunes cards and  basic ‘pack’ of information, so that they can go off and explore.

We are asking for a fornightly evaluation to collect data; but also offering staff the opportunity to post reflections on a group-blog. It will be interesting to see if what people make of it – and how that moderates what we think and believe we will do with them in professional development.

I firmly believe that we don’t do enough ‘moderation’ in technology. I wince at the top down ‘roll out’ where some committee determines what is good, bad – worse or good enough for everyone. Teachers often have little input to ‘big decisions’ yet wear the consequences, good and bad.

We may have staff that leave them on a desk for two months, or find a new affinity with technology. But in a large institution, we are going to see a diverse attitudes and use I hope.

So, if you we’re asking someone to evaluate an iPad in the context of ‘engagement’ with technology …

  • What software do you think would be essential for engagement?
  • How does an iPad change the nature and purpose of technology in engaging educators?

I welcome any comments and suggestions … the adventure awaits.

working with documents on ipad

The Ipad might not be a proper laptop, but living with it on the road for two weeks was a joy, not least because of the battery life. Running two days easily, the MacBook stayed in the hotel.

I wanted to take notes, or rather make documents – and bought QuickOffice for $12.99, instead of Pages. I do use Google docs and inhabit Evernote, but to be honest, most of the people I work with outside my section are Word users with a preference for attaching documents, so my need is to build a bridge.

QuickOffice has two neat features. It links to GoogleDocs and to DropBox. It allows you to create simple Word docs and manage them. Most people only really ever format a bit of text on the fly with Word, so QuickOffice is a bare bones Word Processor. Drag your file from Google, edit and then dump it back or dump it into drop box if you want to share it via a URL.

Open drop box, and tweet the link. If you are dealing with notes to the masses, they are not going to complain about having a Word doc to edit. QuickOffice will let you email a document easily enough, so if you want to blog it – flick it to Posterous.

What I like about it is that teachers often have lots of Word docs to distribute already. Drop box allows them to share the original, student could pull it onto the Ipad, modify or work on it and then submit it back easily as a pseudo assignment submission.

QuickOffice is drag and drop management, will the ‘auto pilot’ turned off. I live blogged a few sessions at ISTE and was impressed. Its not intented to be live collaborative – and google docs wont allow you to create and edit on the iPad – but for the vast majority of people Ipad adopters will probably deal with, it does the job. If your students are collaborating in GoogleDocs, you can still access anything thing they share, and return fire using QuickOffice.

If you are looking for a text editor to bridge the iPad with the desktop, need to distribute, store on the cloud etc., the I think it is a viable, more flexible alternative to Pages. It still works with MobileMe. The name is obviously selected to identify with Office, but that isnt quite the reality.

For note taking, quick spreadsheets and distribution, it works.

iPad – first few days

When i saw the trailer for Avatar, I thought the movie would be unimpressive. When kids in high school nagged me to play Warcraft, I decided it was a waste of time. When I read about the iPad, I knew it would be a ‘big iphone’. I am consistent in being wrong.

Two days in and the iPad is living up to the hype Apple evangelists dole out. Yes, multi-tasking is needed, and I want a proper shift key and arrow keys. I still think iTunes is a dog and disagree with Apple Australia’s boss that it’s a gateway to curriculum.

The iPad isn’t a utopia but certainly is an epoch on the time-line of computing. The key lies in being able to select applications that make you more productive, more connected and more online.

For education, I’ll stick my neck out and say that the iPad in more likely to engage the conscientious objectors and disenfranchised teachers than anything previously attempted.

The entire point is for it not to be a skinny netbook or a telephone, the lack of sockets and ports defines what you should do with it. The iPad form is a breakaway from bloated desktops or miopic smart phone screens. It delivers a simple computer that changes the dexterous nature of interacting with software and information, resulting in a new imperative and focus for software development itself.

There’s real potential for education to end the brain missing pretense that teachers need to engage with technology by producing more private information – privately.

The absence of a physical keyboard and mouse promotes critical consumption of existing public information. Education’s meta-thinking deficit disorder may have a much needed tonic in the iPad. The distinct lack of a word processor in favour of plain online text discourages cut and paste approaches to collecting and engaging with information. You might actually read, not skim. It is everything we loved about the first Macintosh.

Mono-tasking leads to more deliberate transfer of information from web to brain as the iPad is all about reading and watching, not producing per se. You hold it, you don’t sit at it – that in itself forces a fundamental shift in behaviour.

In the hands of instructional desingers, it should be a rune-weapon. Every instructional designer should be seeking quality training in developing applications for it – and thinking very hard about the next 3-5 years, not the last decade.

Enough of this organic inferred approach to technology in education. The iPad is as significant as the home micro computer was in the 1980s.

The immediate response from those ‘leading’ education will be to compare it to a pig and miss both the point and the opportunity. We will no doubt see more trials and pilots as leaders try to determine how best to apply lipstick on said porker. It will be private school affluents that will adopt them, while Canberra procrastinates and makes excuses, unable to veer from its limited vision for public school children. I have no hesitation in giving my kids 3G iPads for learning – though I doubt those running schools will.

The iPad is for the jilted generation and will see marginal prescribed use inside formal education for some time to come in my view. But since when is that news. Drink the Kool-Aid, join the Raft … the iPad holds the key to professional, mobile development of teachers. Now all I need is a box of iPads and a nice consulting contract with DET. Yeah right. Dream on.