I’m a super hero geek and proud of it. I didn’t just grow up reading comics. I played games about super heroes, watched super hero cartoons, created robust fight sequences and narratives (often in that order) with super hero action figures, and pretended I was the one taking down the bad guys.
It was “Super” fun!
Today, I get to relive those adventures with my two little ones by fighting giant robots, thwarting the plans of treacherous villains, and protecting the lives of the innocent baby dolls scattered around the room.
Over the past few years, the folks at Marvel have been releasing movies starring some of their most popular super heroes. Iron Man, Hulk, Captain America, and Thor have each had their own summer blockbuster movie (Iron Man actually had two). These movies set the stage for the ultimate super hero team up, bringing all of them together in The Avengers.
Without even asking me about it, my wife made babysitter arrangements and pre-purchased the opening night tickets. She had watched all these movies with me, loving the Iron Man movies the most. She wasn’t nearly as excited as me to see The Avengers but when I told her it was directed by Joss Whedon, creator of her favorite show of all time, Buffy the Vampire Slayer, she was all in.
As you can probably guess, on the night of the big event, I found myself grinning from ear to ear, mesmerized for over two hours. Despite the fact that I was ten years old again, I couldn’t help but draw some parallels between Earth’s Mightiest Heroes and contemporary practices in the world of education and assistive technology.
YOU HAVE BEEN WARNED
The Tesseract as Curiosity and Engagement-
The movie starts with an action packed sequence of events where the villain of the movie, Loki, steals the Tesseract; a powerful energy source with the potential for creating sustainably clean energy for the planet. Loki plans to use the Tesseract to create a portal into space through which he can bring an invading alien army.
It comes to light during the movie that Loki has not been the only power looking to use the weapons for less than peaceful purposes. S.H.I.E.L.D. (a government agency) works to exploit the power of the Tesseract to create its own set of unique weaponry which can be used to keep the peace. Good intentions to be sure, but by keeping this fact a secret they cast a nefarious shadow of doubt over the entire organization.
The Tesseract is unharnessed energy, not unlike the enthusiasm of students entering school. Have you seen the overflowing brightness behind a kindergartener’s eyes before the first day? It is brimming with hope, eagerness, curiosity and a desire to learn. The raw energy is palpable. Students come to school, en masse, already engaged. Therefore, keeping them interested in school should be as easy as saying some incredibly cool catch phrase. Unfortunately, somehow, it’s not.
Educators, throughout the entire span of students’ educational careers, have the massive responsibility of helping students continue to feel engaged in their learning. It is not the fault of the Tesseract that people are trying to exploit it. Likewise, it is never the students’ fault if and when they become disengaged with learning.
Students DO NOT CHOOSE to be bored.
The power of the Tesseract is like that of curiosity in students. Curiosity can be kept flowing through students by providing them with options about how they’d best like to learn. Curiosity will continue to drive student’s engagement when they get to make choices about how they’d best like to learn.
For now, the curriculum is set, static, and determined, but the ways for students to experience that content is changing, dynamic, and flexible. By providing students with options, you give them freedom, much like an Avenger keeping the world safe from a race of invading aliens. If educators approach each lesson plan by saying, “What’s the best way I can engage each learner?” and then successfully execute those lessons, they will have taken a heroic first step.
A Group of Individuals Does Not a Team Make –
The Avengers brings together a group of individuals, each with his or her own set of unique traits and abilities which add something to the whole. Each character has a skill set that makes them a valuable asset and which makes them vital to the success of the mission. When an Individualized Education Program is being developed, individuals from different disciplines and perspectives come together for a common purpose. Each individual member brings his or her own set of talents to the table to formulate a plan which outlines the instructional needs of a student. However, a group of individuals working toward the same cause does not necessarily make it a team.
Throughout the course of the movie, the Avengers learn that individual feats of strength and demonstrations of skill might be impressive (and fun to watch) but don’t necessarily equate to getting the job done. It isn’t until the end of the movie, setting egos aside and learning to work together, do the Avengers truly form a team. Likewise, when developing and implementing an Individualized Education Program, the team should work synergistically, not separately. It is not the job of the speech therapist to work on goals related to communication, the job of the occupational therapist to work on fine motor goals, the job of the physical therapist to work on gross motor goals, the job of the parent to work on things at home, the job of the general and special education teachers to work on academic goals, or the job of the administrator to ensure that everything gets done. Rather, it’s the job of everyone, to work on every aspect of every goal, collaboratively. When this happens, the individual skills of professionals blur into something cohesive, a true team forms and the student is the one who ultimately wins.
Character Before Technology-
Each hero in the Avengers utilizes a weapon that matches their individual set of skills. Captain America uses his iconic shield. Iron Man is outfitted with a suit of armor. Thor wields Mjolinir, a mighty hammer. Hawkeye shoots a bow. Black Widow uses acrobatics and firearms. And the Hulk is a weapon all unto himself.
In this movie, just like in all of the other Marvel movies, the focus is on the character, not the tools they use. The weapons support the characters, not the other way around. In this way, the weapons used by the heroes are similar to the process of selecting a device or strategy for a student.
When Steve Rogers was becoming Captain America, the plot wasn’t the discovery of some shield made of Vibranium and how someone could use it. Rather, it was about a man who stays true to himself while facing incredible circumstances. In Iron Man, the story isn’t about a man who sets out to develop an invincible suit of armor but rather, creates one out of necessity. Thor’s hammer serves as a symbol for doing what is right, but the story of Thor centers around humility. Bruce Banner’s main conflict comes from an internal struggling for control not about the ramification of experimenting with gamma radiation. In truth, what gets to the core of all of these characters has nothing to do with the tools they use, but rather, who they are as people.
Device selection happens in much the same way. When selecting an intervention for a student or class, the question should be centered around who the student is and what they needed to accomplish, rather than the idea of having a tool and wondering who could use it. For Marvel, it’s not “We have this shield, suit of armor, mystical hammer, gamma radiation, bow, etc. We should give them to someone”. Instead, it’s “There’s this complex character who faces intense problems. What type of tools should we provide this person to help solve these problems?” For selecting specific assistive technology for students, it shouldn’t be “Look at this shiny cool tool, who should use?” Instead, it should be “This student (or groups of students) has a problem. Which tool(s) can this student (or these students) use to help address that problem?” When devices are selected based on the character of the student, rather than the other way around, one can be sure that the student is getting what is needed.
Agent Coulson has been described as the glue that holds the various Marvel movies together and helps to maintain continuity. The character makes an appearance in many of the other Marvel movies. He is an agent of S.H.I.E.L.D. who helps to bring the individuals together because he believes in the idea of forming a cogent team of Superheroes. Agent Coulson makes the ultimate sacrifice to provide the final catalyst for driving the group to work together as a team.
Many educators do this too. Many live for their students, providing countless hours way beyond the limits of the typical work day to provide the very best service they can. They believe they are making a difference, investing in the future, and truly impacting the lives of students in a positive way. Coulson died because he believed in the Avengers. Educators sacrifice money, resources, and (most importantly) time to the idea that students, no matter their ability, can and will learn.
Also like the Avengers, educators perform these selfless tasks with mixed levels of support. At the end of the movie, the director makes the point to show how the public reacts differently to the knowledge that heroes exist. Some embrace the heroes, thanking them diligently. Others question their true intentions. Some even outright blame the heroes for the invasion. Educators, despite their passion and sacrifices, receive this same mixed response from the public at large, however, educators shouldn’t be chastised or scorned. Rather, they should be respected and revered for being the heroes they are.
Overall, the Avengers is a fun, action-packed thrill ride that brings a helicarrier-load of laughs and smiles. Engaging characters drive a compelling plot all supported by the backdrop of a fascinating universe. Working in the field of education is much the same. Teaching, and supporting students, is one of the most enriching and rewarding professions. It is filled with memorable, meaningful, jaw-dropping moments that leave an impression, move you to tears, and can make you feel like you’re the hero you always wanted to be.
Download the audio directly- Episode #97: Buddy Walk
This episode of the A.T.TIPSCAST is sponsored by the book The Practical (and Fun) Guide to Assistive Technology in Public Schools. Learn more at http://iste.org/chewat.
Episode #97 features an interview with Becky Switalski, the National Buddy Walk Director for the National Down Syndrome Society, who shares some history, insights, and awesome experiences from annual Buddy Walk events.
This episode also features a bumper from Mike Marotta from Advancing Opportunities in New Jersey. Check out their website over at http://assistivetechnologycenter.org
A.T.TIPS in this Episode:
A.T.TIP 284 – Buddy Walk
REGISTER NOW! - Mission Possible: Proliferating a Culture of Universal Design for Learning with Beth Poss & Chris Bugaj. January 29th & 30th, 2013 at the Assistive Technology Industry Association Conference in Orlando, Florida.
This episode features less than 30 second clips of music from all of the following artists:
1. The Wiggles – Froggy Went A Walkin’
2. U2 – Walk On
3. Cake – Walk On By
4. The Laurie Berkner Band – Walk Along The River