We are exploring some options for our district’s future student technologies right now. We have a significant need to increase accessibility for our students, but I’m not sure what that means, exactly. Does it involve a 1:1 program? Perhaps buying large numbers of wireless laptop/tablets and carts? Labs? iPads? Chromebooks? Laptops? Oh, my! Lots of questions in my mind right now, but I have come to a few certainties at this point, particularly after looking at quite a bit of the research on 1:1 programs. I’ve also received some great insight from colleagues trying different 1:1 programs around the state. In no particular order, my conclusions thus far:
Students are more than ready.Certainly, not every child is a budding, young Steve Jobs or Mark Zuckerberg. However, all students are quite ready to research, create, communicate, etc. using technology (and most are doing it without our assistance or blessing, anyway.)
Why are some 1:1 programs more successful than others?y).
Teachers are, for the most part, not. Currently, most of the teachers I know either lack the technology know-how and experience, or they utilize a teacher-centered style that does not take full advantage of the capabilities of today’s tech tools. This isn’t an indictment–they are doing great things with the tools they have at their disposal. We’re just talking about a whole new set of tools, which leads to the next point…
Professional development is vital, essential, critical, mandatory, and supremely important. Teachers and administrators need to be trained so that they can, for starters:
Recognize opportunities to use technology to transform learning.
Identify available resources.
Understand methods of assessment of technology-rich products and activities.
Teach in a less teacher-centered, more problem- or student-centered manner.
Don’t rush the process. Districts who hastily rollout technologies without sufficient planning and training are committing themselves to struggling mightily for the foreseeable future and not likely to get much out of the resources. A small-scale pilot, heavy on the PD, can help head off problems before they are unmanageable.
Have positive, yet realistic, expectations.Technology offers students many incredible ways to improve their learning. It’s not a panacea, however, and it is not an overnight solution to what ails education. Test scores are unlikely to be directly influenced (Sorry, but read some of the research–it’s hit-and-miss here, at best.), but school climate is likely to improve, and students will have invaluable opportunities to learn and to gain needed technology related skills. The SAMR model is a great thing to keep in mind, too. It will take a few years to see the real impact happen (and only IF the necessary training and expectations have been provided). It takes real commitment to start seeing the maximum potential reached.
Students first. Every school’s population is unique, and so it stands to reason that there is no universal solution. It is imperative to resist keeping up with the Joneses’ shiny, new devices and instead looking for what will most benefit the kids we serve, based upon things like prior experiences, curriculum, academic needs, community expectations, etc. As I’ve said before, there is no perfect technology tool. If there was, we’d all have it, obviously.
We’re only beginning to embark upon this effort, so it remains to be seen how this will take shape here. I’m very encouraged at the conversations happening, though, even if they are in the very embryonic stages–at least conversations are happening. As anyone in a school knows, of course, there are many obstacles to an implementation such as this (e.g. infrastructure, money, staffing, money…did I mention money?), but it has to begin as a concept at some point. If it grows to more than that, I’ll do my best to share the process. Meanwhile, what are your thoughts/experiences here? Any other absolutes or experiences you might be able to pass along?
This edition of the 2-Minute Tech Challenge is all about a great and often ignored tool that is on most teachers’ desktops: iTunes. Specifically, it’s about iTunesU, which is an amazing collection of lessons, lectures, demonstrations, and other resources on just about any and every topic imaginable. Elementary teachers can find math lessons on basic addition, for instance, while calculus teachers can take advantage of a large selection of lessons on math topics that might as well be in Martian to me. Seriously, it is an outstanding resource, and one that every teacher and student should explore.
And that is it–probably as easy as a 2-Minute Tech Challenge will ever get. Just post the title of the podcast/lesson you found in the comments and tell us why it interests you.
One more point I should make here is that Apple has created some great tools to allow teachers to put their content on iTunesU. If you’re a Seguin teacher who is interested in exploring how to do this, please get in touch with me, and we will make it happen. Have a great week!
tight, district PD days are reserved for other training, after school works for some, but not for many, etc. Probably the biggest challenge is the size of my staff…one. I believe it is absolutely necessary, therefore, to focus not on the traditional model of professional development, but instead to squeeze as many learning opportunities into as many times and formats as possible. Realizing that not every staff member is going to attend the in-person workshop or watch the webinar, I’ve taken a sort of scatter-shooting approach, where I’m utilizing a range of tools to get the information to those that need it. I wanted to share what I’m using in hopes it might help others in similar circumstances (most of us). The following resources are among those I’ve been using:
Traditional, in-person training. These sessions are led by me or by some fantastically talented teachers and campus technologists. They are in the summer or after school throughout the year, and they are 3- or 6-hours in length. I’ve tried to include a focus on how each technology will be applied in the actual classroom or campus, although I am not 100% satisfied with that process just yet.
Newletters (November’s newsletter). I’ve been putting out a monthly newsletter, the Matador Digital Learning Digest. It basically consists of a focus article on some trend or technology, app recommendations, technology research/statistics, news, and a variety of web-based tools. I send this out via the district’s email system and share it on the department website and social networks.
Facebook (http://www.facebook.com/SeguinDigitalLearning). I probably share more information through FB than any other tool at this point. I share informative articles, useful resources, events, distance learning opportunities, contests, and anything else that I believe can benefit teaching and learning here. This one is slowly gathering followers, and I’m hopeful that it will become a go-to resource while simultaneously demonstrating the great possibilites of social media sites as tools for learning. I’ve got some convincing to do there.
Twitter (https://twitter.com/matadoredtech). I use Twitter very much in the same way as I use Facebook, to share resources, learning opportunities, announcements, etc. I’ve been a little surprised at the lack of Twitter users in the district, but my brainwashing has only been happening for a few months, so that will change. I like the idea of using a resource that can be checked in a few seconds on a smart phone, making PD quick, painless, and portable.
Blogging. The real purpose of this blog is to teach and share through my rambling reflections. I’ve returned to a previously successful strategy this year by re-inventing the tech challenge that I used a couple of years ago. These are short, narrowly-focused technology lessons accompanied by a simple task to get our folks familiar with the resource and its possibilities. I’m even bribing them, as I’ll be offering prizes through a drawing for participants in the spring.
YouTube. Screencasts and other short, instructional videos are a great way to share a concept or start a discussion. I’ll share the link via email, our department web page, in newsletters, on our social media sites, etc.
Online courses. At this point we are offering 2 tech courses online, a 3-hour course on Challenge Based Learning/Digital Storytelling and a 6-hour course on iMovie. I’m developing a Google Docs course, as well. We use Moodle for our learning management system. Participation has been pretty limited, but I see signs that more folks might be interested in giving it a try.
Podcasts (http://www.spreaker.com/show/mossfreeshow). I’ve just started doing the regular podcasts, and am only up to 4 episodes. I am focusing on a specific topic, such as the most recent episode’s focus on communication. I’m also hoping to include interviews with teachers in the district as often as possible, and to use this as an opportunity to put the spotlight on our folks who are doing powerful, innovative things with technology. I’ll also include interviews with great educators from outside of the district whenever possible, such as a recent interview with Diana Laufenberg.
PLCs. This one is in the soon to be implemented state, but it needs to be included. As we move towards a spring implementation of BYOD, I’ve started talking to my BYOD committee about using less formal, after school sessions with groups of interested teachers. I envision that these sessions would take on the form of collegial conversations, discussing and sharing over coffee and snacks. They might occur during planning periods or after school, depending upon participants’ needs and schedules.
Webinars. This is one that is in the developmental state. I have used webinars a few times in the past, and participation was pretty good. They are beneficial because of the facts that they can be scheduled at any time, viewed from any place with an Internet-connected computer, and archived for later viewing. I plan to start offering some of these opportunities during the spring.
I’d be curious to hear what other methods and resources are being used for PD in other schools or districts. What have I not listed that has been particularly effective for you?
I hope everyone had a fantastic Thanksgiving! Thank you to every teacher who gave the first 2-Minute Tech Challenge a shot. If you did not complete that one yet, have no fear–you are welcome to complete it at any time between now and the end of the challenge, March 31st.
This challenge focuses on TED Ed. Many folks are familiar with TED (technology, entertainment, and design), the series of talks that have brought some of the world best innovators and creators into the spotlight. TED Ed is spinoff of the original, and it adds some great features that make it useful as a teaching and learning tool. Watch the video for a (very) quick introduction and to learn about the challenge.
That’s it. When you’ve completed the challenge, be sure and post the link in the comments below. You’re comments or questions regarding the TED Ed resource and your thoughts on it as a teaching tool are very welcome, too.
The select few who have read this blog for a few years now might remember the old, 12-Second Tech Challenges from my previous life. These were (EXTREMELY) short video intros to some tech resources, followed by a challenge to find a way to integrate it into the curriculum. Well, 12seconds.tv doesn’t exist anymore, which is good and bad news, probably. On the negative side, 12seconds was a really cool site and community. On the positive side, I won’t be limited to just 12 seconds (No, that is not the negative side..ahem!). Still, in order to respect the time of the reader, I’ve vowed to myself to keep each video under 2 minutes.
Here is how this 2-Minute Tech Challenge thing works.
Watch the video
Use the resource.
Share your result as a comment.
Seguin faculty who participate will be entered to win some cool stuff! 1 entry per challenge + 1 bonus entry if you or your kids use the resource in the curriculum–be sure to specify.
That’s it. Sometime in the spring, I’ll tally up all of the entries and give away some useful, technology-related prizes. Just remember, it only takes a few minutes, but you have to do a little work to win. This first one will get you off to a VERY easy start!
Now, create your own. Think of how this might be used as a conversation between historical or literary characters, scientific things such as atoms, cells, etc. When finished, share the link to your fake text conversation by posting a comment to this blog post. That’s it! I look forward to seeing your creative responses!
For those who don’t wan’t to invest the full 9 minutes or so involved in listening to my latest podcast, here is my 5-step plan to growing a PLN using Twitter.
Get started. Sign up and get set up to use Twitter with whatever tool you like best. That might be using the Twitter website, a mobile app (I use Echofon at this time.), or a desktop app (e.g. Tweetdeck, Echofon, Hootsuite, Janetter, etc.). Use whatever you find best suits you and enables you to read or post quickly when you have a few minutes.
Learn those hashtags. Some great, general education related tags include #edchat, #education, #edtech, and #txed (particularly aimed at Texas educators).
Read. Search for posts with the specific tags you’re looking for, then read a few. You’ll quickly find someone talking about something that will interest you.
Respond. Talk back to them, and when you do, include their @username and the #hashtag for the conversation.
Follow. Click that button and start receiving regular tweets from folks talking about the things that matter to you. You’ll be pleasantly surprised at how many immediately follow you back, especially if you post good questions and are willing to share.
If you will do these simple things, you will quickly have a burgeoning, online network of educators ready to engage in important conversations.
As an afterthought, a few other little tips came to mind. First, be sure to create a reasonably detailed description when you set up your account. That helps convince profile viewers that you are a professional worthy of following. Secondly, don’t “protect” your tweets. If other educators are window shopping for their own network, they need to see what types of information or questions you share in order to make an informed decision. If you’re primarily talking about teaching and learning, why would you not want someone reading it, anyway? Finally, reply. Unless you are Shaq, you will likely never have more followers than you can reasonably expect to respond to. If they’ve taken the time to address a tweet to you, it is discourteous not to respond. It’s not a conversation until more than one are talking, is it?
Unless one has managed to somehow avoid all professional conferences, publications, and conversations for the past year or so, we all have heard the buzz around the hot, new trend in classroom practice: flipped instruction. The concept first caught my eye in 2007, when I saw a news stories about Colorado educators Jonathan Bergmann and Aaron Sams, the “godfathers” of flipped classrooms. I was truly intrigued at the time and curious about what the long-term potential was for their innovative approach. Fast forward to the present, and the concept is the hottest movement afoot in the field. Several initial studies seem to validate proponents’ support of flipped learning. The current issue of Tech & Learning includes a Classroomwindow survey in which an astounding 99% of teachers who used flipped learning this year say they will use it again next year, and 88% report increased job satisfaction. 67% report higher student test scores, and 80% have seen improved student motivation. Obviously, there is enough substance here to warrant further exploration.
To this end, we offered our first courses in flipped classrooms this summer as part of our technology training offerings. These were designed as exploratory courses for our teachers, many of whom had no knowledge of the flipped classroom concept prior to attending. We employed something of a flipped professional development model at the outset–having them work in groups to look at articles, videos, and examples online, then create presentations explaining what they had learned. Their understanding of the concept was truly exciting, and there was a real, palpable buzz about the possibilities for our schools. The graphic below shows a summary of their products. Click to enlarge.
Note that they perceptively understood that flipped classrooms are about more than videos or switching classwork and homework. They are about putting greater responsibility for learning in the hands of students and equipping them with the tools to succeed. The teacher becomes the coach/mentor/guide, and students research, collaborate, create, and share what they have learned.
We spent the remainder of the class learning about technology tools to facilitate flipped classrooms, including online videos, podcasts, screencasts, etc. They were truly some of the most exciting professional development sessions I have been privileged to help facilitate.
Thanks to those brave risk-takers who participated this summer. I look forward to seeing how this benefits the kids in your classrooms this year!