Don’t Make This Mistake When Presenting

We've all seen it happen.

A speaker gets to the front of the room and suddenly everything stops. The screen is dark. The audio does not work. The laptop needs an update. No one knows the WiFi password. Someone is searching for the right adapter.

The audience waits. The speaker stalls. Someone calls for “the tech person.” Everyone acts like this is just part of presenting.

It should not be.

The bring-your-own-device model turns public speaking into a technical gamble. Each new presenter brings a different laptop, a different charger, a different adapter, different settings, and different problems.

That is not a presenter problem. It is a room design problem.

In my latest Tech & Learning article, The Presentation Station Should Belong to the Space, Not the Speaker, I make the case for a better model: the presentation station should belong to the room.

That means the host provides one dedicated room device that is already connected, tested, and ready before the speaker steps up. The internet works. The display works. The audio works. The agenda and materials are in the cloud. Access is simple.

This is not about being fancy or high-tech. It is about reducing failure points so presenters can focus on their message and participants can focus on learning.

The article also includes a simple checklist for schools, districts, conference organizers, and event hosts who want presentation spaces that are connected, tested, accessible, and ready to go.

Read the full piece in Tech & Learning:
The Presentation Station Should Belong to the Space, Not the Speaker

Devices Down is the Wrong Goal

The AFT’s new 10-point plan, “Devices Down, Eyes Up, Hands-On,” gets some things right. Students do need more active, human, hands-on learning. They need career-connected experiences, civic engagement, collaboration, movement, and opportunities to solve real problems.

But the “devices down” frame points schools in the wrong direction.

The problem is not the device. The problem is passive learning, poor infrastructure, weak support, and policies that confuse classroom management with meaningful instruction.

In my latest piece, Devices Down Is the Wrong Goal, I respond to each of the AFT’s 10 points and explain where the plan gets it right, where it falls short, and why preparing students for the future means teaching them when technology helps, when it gets in the way, and how to use appropriate tools well.

Sometimes devices should be down.

Other times, devices should be up.

The goal is not more technology or less technology. The goal is better learning.