Tag: edtech

Wow. What an incredible three days. I feel like Dorothy, caught up in a #teachnado, brought to Oz, and then dropped back into Kansas. Like that young lady, I hope to bring the lessons I learned in that far-off land home to share. I hope you are ready. Read More

Another day, another pair of fabulous CUE Rock Star sessions filled with learning. Today’s session were all about using mobile technologies. Both the sessions I chose focused on iPads.

The One Ipad Classroom

My first session, the One iPad Classroom, was led by Jen Roberts. Although we don’t have any one iPad classes at my school, we are far from 1:1. This year, each class will have from 5-8 iPads, so I was interested in learning strategies to use and share them effectively.

One of the best ways to use a single iPad is to connect it to your computer or projector via a dongle or the inexpensive Reflector application for your computer. Once students can see your screen, there are several things you can do.

• Use the Presentation Clock app ($0.99). It displays a countdown that changes from green to yellow to red as the time winds down. The visual feedback is very helpful for students who need to meet time goals for presentations. It can also be used as a timer for any classroom activity.
• Use ShowMe Interactive Whiteboard app (free) to record a voice-over as you write on your iPad and teach your lesson. You can add pictures from your camera or those stored on your tablet.  After you are done, you can upload your lesson to the ShowMe website, copy the embed code, and put it on your website for absent students or for those who are struggling and/or would like to review. There are also many other videos on the website that you can share with your class.
• Walk around the classroom as students are working and use your iPad as a mobile document camera to showcase exceptional work.

There are other ways you can use your iPad without projecting it. Plickers is a free Android app that is coming soon for iOS devices. The teacher gives each student a paper barcode and students answer multiple choice questions by holding their codes up. The teacher scans them with her smartphone and gets a bar graph showing the answers. Data can be anonymous or stored by student. If your students don’t have iPads, but they have smartphones or other devices, you can use Socrative to participate in class discussions and take quick quizzes. The results are saved in a Google spreadsheet.

Because so many of the participants at this camp are rock stars, when there was a little extra time at the end of the session, they shared some other apps that they love. Most of them are free as of this writing.

• Subtext (best with 1:1) for collaborative reading.
• Too Noisy to monitor classroom noise. An alarm goes off when it gets too loud. You can set sensitivity levels. When kids are monitoring their noise level, they are also monitoring their on task behavior. It is worth 99 cents for the pro version. 
• Confer is a notetaking app for teachers. You can take detailed notes as you observe students and review their work, then sort and share them in a variety of ways for many different purposes.
• Stick pick to select a random student.
  
• Pick me buzzer to use your iPad as a buzzer when playing games.
• Puppet Pals to create puppet shows .
• Remind 101 to text parents and students without them seeing your phone number (not an iPad app, but still very useful).
• Haiku Deck to create beautiful presentations with Creative Commons licensed images. One way to use this app in class would be to create a group presentation, passing the iPad around, and having each student add a slide according to the theme of the presentation (adjectives, a 6 word story, etc.).
  
• Common Core Standards so you have the standards in an easy to use format.
  
• Snapguide to create step by step guides with pictures and text.
• PixnTell to take pictures, put them into a slide show, and add a voice-over. 
• Snapseed to enhance the pictures you take with your iOS device.
• Number Pieces, an app with virtual manipulatives to help with understanding place value.
  
• Cheater Pants Calculator to show you not only the answer to the problem but the steps to get there.

Content Creation

In the afternoon, I went to Will Kimbley‘s session on Students as Creators of Content, not Mere Consumers. Will showed us (and we got to play with) several apps that could be used for this purpose. Some of them have web and/or Android versions with similar functionality. When students create content, they are more engaged, learn to think critically, understand the content better, and retain the knowledge longer. Below are some of the apps we got to experiment with. Some of the apps are free; others cost a few dollars.

Since I had such a great time and learned so much at CUE Rock Star Tahoe, I decided to sign up for another three day session of learning and networking a little closer to home at CUE Rock Star Solana Beach, and I’m so happy I did. I will take a page from Melissa Hero’s book and write my reflections day by day so I can process today’s information before it gets overwritten in my brain with new information acquired tomorrow. Yes, I am taking notes in Evernote (one of the best tools ever), but writing about what I learned helps me make better sense of it.

The structure of the conference was the same as at Tahoe; there were ten sessions to choose from, each attendee could choose two to attend, and each day follows a theme. Today’s theme was “Getting Googley,” just like in Tahoe, but the sessions offered were different. I chose Holly Clark‘s session on digital student portfolios and Who Said Google Docs is not for the Primary Grades? with Juli Kimbley. One of the goals at my school this year is to increase communication; I thought that these two sessions would help me find ways to make it easier for teachers to publish student work online for an authentic audience.

The Power of Digital Student Portfolios

In Holly’s session, what I was really looking for were things I could take back to my school and share with my teachers to explain why they needed to have their students create digital portfolios and how easy it was to do it. I was not disappointed.

One of the best reasons to have students create digital portfolios is that it provides an opportunity to discuss digital citizenship. As students are working on their portfolios, we can teach them they about their digital footprint and how nothing online is actually private. This is key because when students post something online, whether they post it on Facebook, Instagram, or somewhere else, they are actually building their own brand, but they often fail to realize this fact. We need to teach students to think about what they are putting online. It is easier and better to create a positive digital footprint than to fix a negative one, so they need to learn how online interactions now will affect them later. This is especially key in an age when college admissions officers and prospective employers search for you on Google before they make a decision about whether you are a good fit for their school or company.

Digital portfolios also offer an opportunity to teach kids to be good global communicators. They must learn to put their work online in a way that makes people want to consume it. Simplicity is key. Just because you can use red text on a green background doesn’t mean you should.

Holly also pointed out that when work is online, both students and teachers up their game. Students produce better work when they know it will be seen by an authentic audience, and teachers will reflect on their lessons to make sure they are good enough to be used in a digital portfolio.

Holly’s recommended workflow:

• Upload all work to Google Drive
• Provide a Google Form for students to use to write a reflection
• Publish the work and the reflection on the digital portfolio

Suggested platforms for the portfolio were Google Sites (good, but can have a bit of a learning curve for teachers), Kidblogs (not live, you can choose to limit visibility to specific people), and Weebly (her favorite for ease of use and attractiveness of the result). If none of those are an option, at least the work will be stored in Google Drive and accessible. She recommended that whatever platform you select, make sure that the kids never have to click more than twice to get to their work.

One of the keys to her success was parent buy-in. We need parents to understand what we are doing and why we are doing it. If we can do that, they will be on board. Talk about what you are doing on Back to School night. Have as many meetings as it takes.

My favorite take-away from this session was the idea of creating QR codes that link to student work housed in the portfolio and posting those on the class walls instead of printing and then posting the work. Codes can also be sent home to parents.

Choose File > Make a Copy to save the planning sheet below to your own Google Drive.

Digital portfolio brainstorming sheet

Who Said Google Docs is not for the Primary Grades?

In this session led by Juli Kimbley, I hoped to find ways to have students in the primary grades collaborate and publish online. We are not a Google Apps for Education School, so I was hesitant about whether this session would be useful for me, but I decided to check it out.

Juli started out by immediately allaying my fears. A classroom account will work just fine for younger students to create in Google Drive. She suggested making the name and the password easy for the students to type and sharing all passwords with the parents.

When introducing Google Drive to young students, Juli pointed out that they must first be given the opportunity to play with it, just as they would if they were be given math manipulatives for the first time. Have them open a practice doc and type on it. Let them explore a bit.

Other helpful tips:

• Have students use a consistent naming protocol for their work, such as first name and date (Ex. Nancy 7-24-13) so that you can find it easily later.
• Have students work in pairs, especially in the beginning. This allows them to remind each other about what they need to do and how to do it.
• Ask students to do a pre-write on paper before they open a doc. It doesn’t have to be a rough draft; it can be a brainstorm, a Venn diagram, or anything else that has meaning for the student. In this way, you can avoid students sitting at the computer complaining that they don’t know what to write.
• Don’t worry about teaching proper keyboarding. Children at this age are too young for formal keyboarding instruction. That will come later.
• To help students learn beginning research skills, put information they need to access in a folder in Google Drive and let them pull what they need from there. Photos to be used in the documents can also be stored in a folder in Google Drive.
• Once a project is complete, store all the student work and any research/image folders inside a single folder. This cleans up your Drive without deleting any work and makes it easier for students to find what they need for the next project.
• Showcase one student’s work on your website every week.

By using Google Drive in her classroom, Juli said she saw improved classroom management (nobody wanted to lose laptop time), collaboration skills, and higher quality work as the learners strived to make their work as good as it could be.

Finally…

When I get back to school in a few weeks, I will be meeting with the teachers to do planning for the beginning of the year. I hope to get at least a few teachers to try out digital portfolios, perhaps posting one project per trimester. For the younger students, maybe just using Google Drive will be enough. But first, I have two more days of learning here in beautiful Solana Beach.

Or, my experience at CUE Rock Star Teacher Camp.

I signed up for CUE’s Rock Star Lake Tahoe because I wanted to learn and have fun doing it. After attending this three day non-stop learning extravaganza, I have to say, “Be careful what you wish for.” Talk about your proverbial attempt to drink from a firehose. I Read More