Tag Archives: Brandon

A Bit of Housekeeping

I hope everyone is beginning to see the light at the end of the tunnel (or semester!). I’ll keep this brief as I know many of you are still catching up with work. Rebekah will be discussing the Course 5 content and project in her upcoming post next week.

Just a bit of housekeeping here (we flipped a coin to decide who had to be the annoying big brother – I lost).

As we go through your grade sheets, we’re noticing that many of you have not actually been inputting your blog posts on the grade sheet (as a link) and yet you’ve been publishing excellent posts. Please strive to get your links on the grade sheet as soon as you’ve published your post so we can provide timely and relevant feedback to your work.

Also, many of you have yet to contribute comments to each other’s blog posts. Please keep in mind this is one of the great aspects of Coetail – engaging with the community and presenting counter-points to spur discussion (and it counts toward your final grade).

The end is rapidly approaching. The official final day of course 4 is December 15.

If you do not complete the work by this date, you will receive an incomplete (INC) and must do so thereafter. However, speaking from personal experience, there’s a great sigh of relief to finish work like this on time so you have the Christmas holiday free to relax without this burdening your shoulders as a mental weight.

If you have any questions or concerns please don’t hesitate to ask any of the three of us!

Calm before the storm (or holidays)

Photo Credit: h.koppdelaney via Compfight cc

Photo Credit: h.koppdelaney via Compfight cc

Digging through your various blog posts, I can see that the majority of you are still working on the previous content involving Gamification, the Flipped Classroom and MOOCs. That’s absolutely fine, because as Jeff said, “Take a week for yourself“. And considering Thanksgiving celebrations and shopping may be in the mix for some of you as well as the beloved report card writing season, let’s use this time as a chance to get caught up.

Just quickly wanted to share two articles that were posted on Edudemic recently. The timing is obviously quite relevant to Course 4 and for those of you still chipping away at your reflections for these topics.

What Is A Flipped Classroom?

The Future Of Online Education And The Best Online Schools

Instead of discussing Project Based Learning, I’ll just share a few snippets of what I’ve come across in your blogs. It’s a bit of a mishmash, but hopefully this helps to save you time, and perhaps expose you to some posts you may not have otherwise stumbled upon.
Beth Dressler had some great thoughts to share about her experience with Coetail:

“building a professional learning network through COETAIL and being connected to other educators around the world has been a massive change in this last year.  I can choose when, how and what I learn, so my learning is relevant, on-time, useful and practical.  Also, COETAIL has allowed me to experience the connected, online world that my students live in.  It’s allowed me the chance to “walk the walk and talk the talk”.  At EduTech 2013 in Brisbane,Gary Stager said, “You can’t teach 21st century learners if you haven’t learned anything yourself this century.” Provocative? Yes!  True? Yes!  And, thanks to COETAIL, I’ve had the chance to learn, learn, and learn some more in the 21st century!”


Photo Credit: jronaldlee via Compfight cc

Lissa’s well researched post, “Gamification: why I’m a skeptic“, sparked a very involved and passionate discussion about Gamification and deserves to be read. Jeff and Rebekah chimed in as well; have a look and see how this impacts your current thinking on the topic and if you have something to add please do so on her post to keep the thread in one place. Here’s an excerpt from one of Rebekah’s comments:

The one thing I keep wondering is, have you played a video game? Have you played a game with your students? Have you talked to gamers? It’s not a real research, but it’s a start. Games don’t always have to be about competition…in fact many games only reward collaboration. I don’t think gamers play games to collect points. Maybe they play to “beat the game”, but for many games the journey is incredibly important. They do it because they like playing the game, exploring a world that is unimaginable to them, and they can play with people around the world. Gamers are playing because of an intrinsic motivation to play.

I don’t think I’ll ever have a perfectly gamified classroom. My classroom is a remix of lots of different things. And I also think that my kids will be okay if I mess up and don’t do it correctly. Because I have other safety nets in my classroom for when I mess up. But if we introduce game-based learning (or any other types of __________-based learning), the metacognition skills are even more important than before. If my kids realize we’re playing a game and make connections to the big concepts or skills we’re learning and are actively engaged then I’m willing to have a go.

Thinking about Connectivism, Beth Marinucci has revisited and reflected on The Coetail Effect, and has come up with an excellent definition. What do you think? Does this fit the description for you? Feel free to add a comment to her post if you’d like provide input.

Through guided readings, reflections, collaboration and practice, educators experience an understanding and appreciation of the role of technology in learning.  Connectivism allows both teachers and students to become empowered and to have authority over their learning to the point that, together, teachers and students reinvent teaching and learning.  Ultimately, we pursue our learning with confidence, authenticity and purpose with the end-goal being independence, with the support of a global learning community.

And lastly, Jeff Layman has an interesting couple of presentations coming up and has asked for input from you wonderful people in Coetail. The data that he accumulates will surely be of interest to all of us. Take a moment to participate! Tips to cultivating a thriving PLN

Connectivism and MOOCs: The Web We Weave

Photo Credit: mkhmarketing via Compfight cc

Photo Credit: mkhmarketing via Compfight cc

“Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.”

Despite being written in 2004, long before the advent of Twitter, Google+ (Facebook was in its infancy), the article on Connectivism presents ideas that equally transcend the past decade and absolutely apply to learning today. Connectivism and MOOCs are expansive topics and could be approached from many different angles, so I’m sure we’ll see a variety of perspectives in your posts.
We could investigate these topics through an objective view of the material provided through the referenced readings, links and videos explaining the premise and definition. And yet through a community such as COETAIL, you’re all involved hands-on with the experience to some extent, so it may be easier for you to approach it in a subjective manner. While COETAIL is not actually a MOOC per the definition, the nature of learning in an online environment such as this allows you to connect in a similar way.
From the 2013 Horizon Report

The movement toward open content reflects a
growing shift in the way scholars in many parts
of the world are conceptualizing education to a
view that is more about the process of learning
than the information conveyed. Information
is everywhere; the challenge is to make effective
use of it. Open content uses Creative Commons and
other forms of alternative licensing to encourage
not only the sharing of information, but the sharing
of pedagogies and experiences as well. Part of the
appeal of open content is that it is a response to both
the rising costs of traditionally published resources
and the lack of educational resources in some regions.

What better way to understand the implications current and future online learning has and will have on your students than to reflect on your own learning through this model? Surely for some people learning online has been an amazing experience, providing ultimate flexibility, inspiring connections and interesting conversations beyond the walls of your own schools. Learning takes place at your own pace and in your preferred schedule. And yet others may find that learning online simply doesn’t suit them as well; perhaps it’s too unstructured, too open, or you may struggle trying to adapt to such a different model than our traditional education has provided.


Photo by Brandon Hoover

On a personal note, I’ve taken courses where I was literally a number in the system, the instructor never had any contact with me, and I had very minimal interaction with the other students. Although I’m highly accustomed to working online, I found this environment to be too extreme; too stark and isolated. I could not thrive and it made learning much less conducive. I can’t imagine how those students who had minimal experience with learning online must have felt. Fortunately COETAIL is nothing like that! For some of you this may be your first venture into online learning; others may have already dipped their toes in these waters. A couple of points to reflect on:

How have you adapted to learning online? What challenges have you faced and how have you overcome them? What has been the most positive aspect of partaking in this model of learning? How do you feel this may impact students in developing countries? (that’s a whole other topic to consider!)


A phrase that came up in the reading is the need to nurture relationships; specifically it stated, “Nurturing and maintaining connections is needed to facilitate continual learning”
Twitter as a PLN (Personal Learning Network)

That quote can easily apply to both students and adults. Let’s frame it around Twitter as an example that most of you can relate to. Twitter for many people becomes a temporary PLN with usage that flares up during PD sessions, conferences and the like, and yet extinguishes quickly once the event concludes only to do so the next month or year ahead. By doing so, you never truly get to know the intricacies of sharing and learning together; of extending your learning and connections beyond the scope of a PD related event, and absorbing the full experience of using tools such as Twitter as a powerful networking and information sharing medium.

Your PLN shouldn’t become something like a business card; one that you only pull out and refer to when a professional connection is made. It should be flowing, meandering and always evolving – and something you nurture in order to keep it active. Coming back to the quote above, maintaining connections is vital; you can see this in action – the more you give of yourself and your ideas to others (and beyond just social media of course), the more you receive in return.

It’s important that we can relate this back to our students. The students we teach are growing up in an unprecedented time of connections and the nature of an ‘online’ community vs ‘offline’ community simply blurs together for many of them. They’re not ‘online friends’ for them; they’re simply friends. We should be cognizant of this when we apply our own perceptions of what connections mean for students today. This has implications for understanding their use of social media, the policies schools put into place regarding blocking of services, and what it means to be a digital citizen.

This also applies to COETAIL in terms of interacting with others in this cohort. If you wait until the last couple of weeks to begin posting and reflecting, bunching all the posts together, you’ll likely get much less out of the experience – the conversations and topics have already moved on. It may be in your best interest in terms of learning and connecting with others to strive to keep somewhat in sync (outside of the week off Jeff mentioned). The more you delve into each others’ posts and get involved in commenting and reflecting, the more variety and perspectives you garner to enhance your own learning.
Your Own Web

As a side note, here’s an intriguing way to consider your own connections. You can visualize your connections to others (with LinkedIn in this case but you could do so with other services as well) with tools such as LinkedIn Maps. I just had a play; it’s interesting to view just how intricate these connections and relationships are; give it a try yourself. Is there anything that surprises you? Do you see patterns develop from the differing aspects of your life? (personal, professional, university, etc)



Wading Through the Data

Our ability to learn what we need for tomorrow is more important than what we know today. A real challenge for any learning theory is to actuate known knowledge at the point of application. When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.

From Fast Company:

  • From 2005 to 2020, the digital universe will grow by a factor of 300, from 130 exabytes to 40,000 exabytes, or 40 trillion gigabytes (more than 5,200 gigabytes for every man, woman, and child in 2020).
  • From now until 2020, the digital universe will double every two years.
  • 68% of the data created in 2012 was created and consumed by consumers– watching digital TV, interacting with social media, sending camera phone images and videos between devices and around the Internet, and so on.

I won’t rant too long about this, but think for a moment how much of a paradigm shift this is for education and our students today – and how much different it will be for the following generations. The accumulation of information, content and data is growing at an incredible exponential rate. The ability to filter information, to quickly detect what’s valuable and what’s fluff and to formulate connections that will result in increased opportunities for learning and development will be key. With the world’s data at their fingertips and the scope of human knowledge carried around in their smartphones and devices, learning how to learn will be an increasingly vital skill.


Reverse Flip?!


Photo Credit: Kalexanderson via Compfight cc

Just as with Gamification, the Flipped Classroom/Reverse Instruction topics have spurred and churned some emotions in the Coetail community – which is great! Some people are being newly introduced to these concepts, while others have extensive experience with using these methods in their classroom, and yet some of you feel more opposed to both of these and provide challenging arguments to state your perspectives.

Skepticism and debate, as we know, can lead to healthy discussions and ultimately improved experiences for all. We’ve seen theories come and go throughout education, so it’s quite understandable that any relatively new concept may be met with caution.

Let’s take a moment and highlight a few points from the readings and beyond.

From, “Case Studies and the Flipped Classroom

Before the flipped classrooms, there were auto-tutorials, team learning, peer instruction, inquiry learning, Just-in-Time Teaching, blended classrooms, hybrid courses, and POGIL (process- oriented guided inquiry learning). Educators are forever experimenting and innovating. A central theme in all of this activity is the idea that active learning works best. Telling doesn’t work very well. Doing is the secret. Active student engagement is necessary, and one of the best ways to get it is to use stories that catch students’ interest and emotion. The best film directors, authors, preachers, comedians, lecturers, and motivational speakers know this. So do the best teachers. And they use a variety of methods to achieve it. The better a student is prepared, the more learning that can be achieved.

The flipped classroom idea is not new. Teachers have forever struggled to get students to study on their own, either ahead of time or as homework; that is when the real learning happens, not when the teacher is lecturing, droning on and on. The flipped classroom, with its use of videos that engage and focus student learning, offers us a new model for case study teaching, combining active, student-centered learning with content mastery that can be applied to solving real-world problems.

It’s a win-win.

I’ve observed that there are similar threads running through some of your blog posts; some of the same topics and questions may have been addressed in Alan November’s post, “Flipped Learning: A Response To Five Common Criticisms”. Here’s just one such assumption/question/topic of concern:

Kids do not want to sit at home watching boring video lectures on the Web. At least in the classroom, they get some kind of interaction with me and with their peers. This is just a lot of excitement over bad pedagogy.

We completely agree that simply watching a boring lecture video will not get kids excited about this process. However, is the fact that there are bad examples of lecture videos a problem with the model—or with the implementation of the model?

Certainly, there are opportunities to improve these resources in ways that ramp up interaction and pedagogy. To begin, do not replace an hour-long classroom lecture with an hour-long video. Audio and video should be used in short, five- to 10-minute segments, and there should be opportunities for students to interact with the information in these videos in a variety of ways.

Make sure you provide more than just video. You are going to have students who want to watch video, but you are also going to have students who would rather look at a concept map or read a bit of text. Mix it up and keep your students guessing.


That’s a critical point he’s made. There are many examples of teachers droning on and on in videos that are 4x longer than they need to be. If you amplify that by, say, 5 other teachers doing the same thing, then we’ve only increased the amount of homework that a student has to drudge through, and in fact perhaps made it less effective and meaningful.

Within this article, November highlights Dr. Eric Mazur of Harvard University. Here’s the video from Dr. Mazur. Love this quote taken from the video, “You can forget facts, but you cannot forget understanding.”

“From Questions to Concepts: Interactive Teaching in Physics”
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Switching gears, if you’d like to dabble in flipping a lesson, a great place to start may be TED Ed. They’ve come together with some fantastic teachers and illustrators to help make the process of reverse instruction as painless as possible. We’ve had a number of teachers effectively use TED Ed here at Int’l School Manila. For more information, check out the video below.


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flip the video

“The “flip this video” button allows you to turn a video into a customized lesson that can be assigned to students or shared more widely. You can add context, questions and follow-up suggestions.

Because every learners’ needs are different. TED-Ed videos come equipped with optional supplementary materials. When you “flip” a video you get to decide which of those materials you keep, and whether to craft your own. This will allow you to relate the resulting lesson to your class, to an individual learner, or to a wider group.”

Coetail Spotlight:

Last week, the section in which I highlighted some of your blogs was met with warm reception. So I’ll continue to do so knowing that, again, you don’t have time to wade through everyone’s fantastic work.

Jeff Layman had a humorous counterpoint to the benefits of Gamification. I just saw that he’s from Michigan – as am I (or was – been in Asia since 2002).

Gamification is a fad. If you’re offended by this and you’re lining up you’re Minecraft-laden references to refute my point, reconsider your attitude towards the word. I’m not saying it’s a bad thing. I’m not saying it’s a good thing. I’m simply saying that it’s a thing. If you’re still angry that I laced your beloved new instructional strategy with a term reserved for skinny jeans, please see my disclaimer above. Gamification is new, trendy, hip, cool, whatever. It’s proven to work in the business world, and that’s about as much justification as we need nowadays for instituting major change in the education world. 


Mary Carley’s post, “Flipped Classroom – No, thank you!“, sparked an interesting dialogue in the comments. Here’s a snippet from her post:

My criticism is with the concept of sending kids home to do more work.

There are many sound reasons for educators to think about reducing or abolishing mandatory homework rather than entrenching it more firmly in the learning process. Joe Bower has gathered a thoughtful collection of articles critical of common homework practices on his blog For the Love of Learning.

I do think very small amounts of homework can help students develop organizational skills, but probably remembering to bring PE clothes, permission slips, school photo money, and their violin or guitar could accomplish this without adding 2 hours of academic work.


And lastly, on Tuesday, a few of us got together for the monthly COETAILcast. If you didn’t have a chance to check it out, please look past some of the Movember happening!

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Coetail Blogs in the Spotlight + Mario Bros

We’re already approaching the later part of week 2 for Course 4 and there have been some intriguing, well developed posts published reflecting on our work thus far. We realize you all have very busy lives and may not be able to check out some of these posts, so I thought I’d highlight some interestingness here!

If you have yet to see this, visual learners may find value in this, “Padagogy Wheel” to assist with SAMR and tech integration. While it is oriented around iPad apps, the fundamental ideas apply effectively elsewhere. This was mentioned in Carlene Hamley’s post, “Quest for R!”


The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License.  Based on a work at https://tinyurl.com/bloomsblog.


The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at https://tinyurl.com/bloomsblog.


Dan Slaughter‘s post, “Integration with Google+ Communities” struck a chord with me (in a positive way!). I am intrigued to see effective and engaging examples of embracing the power of Google+ in education. There are some barriers still present with age limits, privacy and many schools’ hesitation to get onboard with online communities such as G+. And yet, Dan is making it work with ease! Here’s a wonderful excerpt from his post:

One of the purposes in creating the community was encourage participation, especially for the shy, lower English or more introverted students. I felt this would be an additional opportunity beyond the classroom for students to demonstrate their knowledge, ask questions and add to the conversation.
I no longer accept e-mail from my students unless it is a more personal issue and instead all communication is done through our community. Students are encouraged to post articles, videos or anything else the find relevant to the community in order to show their own understanding, help clarify issues for others or raise further questions.

So far I feel engagement, especially once class has ended, has greatly picked up as students are asking more questions, answering each others questions and discussing topics with a bit of help from me as a moderator.  Additionally, I feel class discussions have picked since we now sometimes continue a conversation that was started the night before by the class.


During last month’s Learning 2.013 conference in Singapore, the use of Google+ in high school was a topic of discussion in the HS Tech Coordinator/Integrator cohort group. Jay Atwood is doing some very interesting work with the integration of G+ at Singapore American School. I’d be keen to hear of other schools involved with Google+ for students and the various successes and pitfalls you’ve encountered. Please drop us a note in the comments!


Vivian Kwan may have won the award for longest post of the week with, “SAMR I am!” ! There are some great reflections in that post, but here’s one snippet I think we all agree with but perhaps need to be reminded of:

Creating and your passions

I think when we’re passionate about something, we naturally want to take it to the highest levels of creation.   It’s an inevitable part of the design cycle when we have the tools & materials on-hand to explore our passions.  We also need to have time to ask questions, problem-solve, and to learn from others. 



Rebekah snagged all the great links for gamification, so I won’t bother to compete! (although, contrary to her I am a gamer – or at least I was when I actually had that thing called free time, so perhaps I should!) But in all seriousness, please do strive to glance through the resources she mentioned. There are some excellent links to dive into and explore.

I know you may be feeling overwhelmed with information overload, but fortunately now that you’re well into Course 4 you’ve learned how to manage it! Having said that, I’ll throw out a few more pieces you could investigate. Here’s one from Information Week.


As IQs Fall, Can Gamification Help?

Recent studies of standardized testing might lead one to conclude that the gamification of educational evaluation might be the best thing about the IT revolution.

Scientists and educators have long been puzzled by the steady worldwide rise of about three points per decade in average IQ, first discovered by James Flynn and commonly called the Flynn Effect. But the puzzle is now more acute and urgent: Longitudinal studies of IQ test results show that the IQ rise has slowed to almost zero in Norway and Denmark. In the U.K., Flynn himself found the effect to be reversing since the early 1990s. A century of people growing smarter seems to be ending.

This is big. In a century, three points per decade adds up to two standard deviations from the mean. That equates to the difference for mental retardation or for giftedness.

I’ll let you go into more detail in his post. But he finishes with:

The IT revolution might yet save us, because it makes extensive gamification possible. Games require learning, understanding, analyzing and acting in an unprecedented situation, rather than filling in the blank in a familiar text or equation.


Sure you’ve heard about Minecraft all over the place, but if you’re still hesitant to see how it may fit into your curriculum, check out, “1001 Uses for Minecraft in Schools“. (not quite 1,001 but still…) Is your school using Minecraft in school and if so, to what effect?

SimCityEDU looks interesting. Has anyone looked into using this in your school?


And lastly, you may have seen this on Lifehacker today, but if not: Study Shows Playing Video Games Really Can Make Your Brain Bigger

Previous research on whether playing video games can make us smarter has been mixed, but a new study demonstrates a very tangible effect of playing video games: Parts of the brain can get bigger.

In particular, playing Super Mario 64 for 30 minutes a day over two months increased adult volunteers’ brain volume in their right hippocampus, the right prefrontal cortex, and the cerebellum. These regions in the brain are responsible for memory formation, strategic planning, muscle control, and spatial navigation.

It sure is an exciting time to be in education (as a student, teacher or gamer)!

Technology Integration, Pumpkins and a Fascinating Experiment

Happy Halloween!


“iPumpkin” Photo Credit: xal via Compfight cc


Hi everyone! I’ve already been introduced to you in two different posts, so I’ll withhold adding more details. Just know that if you need anything at all, please reach out to us at any time. It’s a pleasure to be involved with such a dynamic group of educators!

Rebekah and I will be posting here roughly twice a week, most likely on Mondays and Thursdays. This will hopefully give you time to digest and reflect as you work through the upcoming weeks.

To help get you thinking about this first week’s topic of technology integration, I’d like to pose a few questions for thought and discussion should you feel inclined. You certainly don’t have to answer these questions; this is not intended to give you more work but rather to help you to look at your school and practice with a different lens.


A few snippets from the readings:


From Edutopia, “Why Integrate Technology into the Curriculum?: The Reasons Are Many

TPACK-newEffective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts.

How often do these four key components come together in your school? Your classroom? Which units more naturally lend themselves to these components?

From The Huffington Post, “Why Our Schools Need EdTech Professionals

Educational technology specialists are trained in introducing and applying technology that enhances a school’s educational reach and efficacy. They work in consultation with students, teachers and administrators, who can voice their wants and needs. In other words, they’re not the same as IT staffers. In reality, schools need both IT and EdTech staff, and there needs to be a cooperative spirit between the two so that IT can focus on keeping technology safe and running and EdTech can focus on effectively integrating technology tools into the curriculum.

In your own school, what does this look like? Does your school have separate IT Technical and IT Educational leaders with the same level of responsibilities? Is there cohesion or room for improvement?

The role of Tech Integrator/Coach/Specialist is still relatively new but do you feel this role will begin to morph into something else as we go forward? Perhaps into an “Innovation Specialist“?


And from, “Using the TPACK Framework

Technologies including standard productive or office software, blogs, wikis, and GPS systems were not designed for teachers, and as such, teachers must repurpose them for use in educational contexts.

In each of these cases the technology was not constructed for educational purposes. Making it an educational technology required creative input from the teacher to redesign or even subvert the original intentions of the software programmer. This would not be possible without a deep, complex, fluid, and flexible knowledge of the technology, the content to be covered, and an appropriate pedagogy. Teachers need to develop a willingness to play with technologies and an openness to building new experiences for students so that fun, cool tools can be educational.

This article was written before the first iPads were launched. How has the statement, “In each of these cases the technology was not constructed for educational purposes”, changed with the advent of tools such as tablets with apps designed specifically for education, creation and learning? Are you able to find time in your busy schedules to sufficiently play for your own learning and development?

Render Image of our Minecraft Village

Photo Credit: post-apocalyptic research institute via Compfight cc

I especially like that last sentence, “Teachers need to develop a willingness to play with technologies and an openness to building new experiences for students so that fun, cool tools can be educational.” This will come into play heavily next week with Gamification!
On that note, I’d like to leave you with a fascinating experiment that demonstrates the power of our innate desire to learn.
From FastCoExist, “Ethiopian Kids Hacked Their Donated Tablets In Just Five Months

“We left the boxes in the village. Closed. Taped shut. No instruction, no human being. I thought, the kids will play with the boxes! Within four minutes, one kid not only opened the box, but found the on/off switch. He’d never seen an on/off switch. He powered it up. Within five days, they were using 47 apps per child per day. Within two weeks, they were singing ABC songs [in English] in the village. And within five months, they had hacked Android. Some idiot in our organization or in the Media Lab had disabled the camera! And they figured out it had a camera, and they hacked Android.”

We’re looking forward to viewing your upcoming blog posts. And again, please drop us a line through Twitter or email if you need anything!