When I came home from the Google Teacher Academy in Austin last week, I was exhausted, but in a good way. I wanted to write a reflection, but I also wanted to let the experience simmer a bit so that I would write one that was not influenced by the “high” that was GTA.
Today, I read posts from fellow GTAATX folks, including a very thoughtful and honest one from Karl Lindgren-Streicher and a data-filled one that made my science heart leap by Matt Vaudrey. Although the latter made me a bit sad since the data doesn’t lie and the data says I was one of the two oldest people in the room, both of the posts gave me the opportunity to reflect almost a week after the first day of the event. What the reflection revealed to me is the topic of this post.
I agree with Karl that the Academy was an awesome experience that could have been even more awesome. I was energized and encouraged by a fantastic group of educators who, like me, believe that together, educators can truly change the world. I also felt sad that we didn’t get more time to plan and develop the strategies that will begin the transformation. Although the sessions were helpful in their own right, I found my mind wandering back to my project and the work I was anxious to get started.
My inner science and sociology geek absolutely loved the session from Chris Aviles (@techedupteacher) where he shared several resources that provide all the data needed to get conversations started in nearly any content area. Data that is relevant to students because it has been gathered through Google and social media outlets.
I loved the information Amy Mayer (@friEdtechnology) provided and her down-to-earth style of discussion. It was also really cool that for the first time ever, a Google Teacher Academy included a student of hers!
The problem-solving and design parts of the Academy were the most beneficial. Not only did I have the opportunity to sort through and begin working on my own project, I got valuable feedback from the minds in the room. It was also a great way to learn parts of the Google design process, which I will find useful in my experience as a presenter and coach.
I won’t go into details about the tools I learned about – you can check out the GTAATX hashtag to see all the things that were shared over the two days. The Google training team did a great job – tweaking the sessions to meet our needs and they were super receptive to feedback with a strong desire to improve future academies.
I am so thankful I was a part of the experience and I hope that I will be able to continue the momentum!
An interesting discourse
I have been attending the SxSWedu convention in Austin this week. It has been a good experience – I have learned new things, been in rooms with people who don’t just talk about changing things, they are actively involved in that change. My highlight, however, took place, for the most part, this afternoon and evening when I participated in a social event designed like a game called Learning is Earning 2026.
The game, designed by Jane McGonigal and in collaboration with the Institute for the Future and the ACT Foundation, is centered around a world where education has been transformed into a social credentialing system. Citizens earn “edublocks” when they learn something new and are encouraged to do so through a points system, as well as potential job opportunities and student loan payoffs. Once a person has learned something, they are encouraged to teach others.
The game I participated in this evening was designed to engage its participants in thoughtful dialogue about the pros, cons, potential impacts, and other important considerations surrounding this idea. I have to say that when I first watched the promo video for the “Ledger” system that would house edublocks, I was excited at the possibilities – and I still am. However, the act of participating in the conversation tonight really got me thinking about all of the potential problems that would have to be solved before a system like this would work.
I won’t go into details about all that I learned tonight – I fully intend to explore these possibilities further. What I would like to say is that the entire platform, where my participation was encouraged by a points system and possibilities of “leveling up” and even potentially being invited to the Institute offices in California, was extremely engaging. The diverse opinions and perspectives of the group, coupled with the incentives, kept the conversation lively and made me more likely to play devil’s advocate to dive as deeply into the content as possible.
My original character on UO
Is it my old gamer self shining through (I used to spend hours and lots of real dollars on my citizenship on the Great Lakes shard of Trammel in the Ultima Online MMORPG, or is it a generally competitive human nature that fueled my participation? I believe some of the people I had discussions with this evening would say – Does it matter?
My big question from tonight is – Can the incentive to learn be material (money, points, prestige) or should it be a desire to learn for the sake of learning?
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Posted in Commentary, Conferences, Uncategorized
Tagged gaming, learningisearning2026, mcgonigal, sxswedu