Category: Twitter

Documenting Twitter Chats With Storify

3 Student Activities For Easing Into BYOD This Year

byod

Image source: https://flic.kr/p/i3VoBV

BYOD (Bring your own device) initiatives have been around for more than a decade now in one form or another in schools and businesses. As I conduct workshops or engage in conversations with teachers on using student-owned mobile devices in the classroom, there is almost universal agreement as to the incredible potential of today’s pocket-sized supercomputers. There is, certainly, some trepidation, as well–questions regarding discipline, management, privacy, theft, etc.  The thing is, while these concerns are not unjustified by any means, we are not blazing a new trail here. Thousands of classrooms have gone before us, and there is a mounting evidence in the research of the benefits to students of the well-planned BYOD program. For those on the precipice, here are 3 painless ways to test the waters when school starts this year.

1. Student Planning/Scheduling –Instead of having students copy assignments off of the dry-erase board or projector screen every Monday morning, as is the ritual in countless classes, have them use their cell phones’ calendar apps to save assignments, due dates, etc. As quickly as young fingers nimbly text on their tiny keyboards, this isn’t likely to take up more time than having them use paper and pen. It’s also more reflective of what most college students or adults would do in 2014. My daughter’s principal told me last week that students at her middle school will do this starting this fall–kudos to Mr. Garza for a great first step.

2. Class Backchannel –Using free tools like Todaysmeet, Google Forms, Twitter, etc., teachers can easily leverage student devices to gather student observations, understandings, and questions. These can be used for quick formative assessment during class to re-direct activities or instruction as needed to clarify or correct misunderstandings. By creating a unique class hashtag (e.g. #mrsmithsmath), Twitter goes from a potential distraction to a very powerful group discussion tool, and it is not necessary for users to follow one another to utilize a common hashtag. Just search for the hashtag within Twitter and see the entire discussion at once.

3. Podcasting –Class podcasts, especially audio podcasts, are very easy to create and provide a powerful tool for archiving student learning, sharing creative works, communicating news, and more. If you’re still not sure what a podcast is, it’s like a TV or radio series, only based on the web. Here’s an example by an educator friend, Technlandia. The great news is that it doesn’t take incredible techiness to be able to put together a show like this. Basically, you or your students record an audio file and upload it to a host site, like Podbean or Podomatic. Even easier, try a tool like Audioboo for Education. Audioboo’s app is ridiculously simple to use. Students can quickly record, title, tag, and upload audio podcasts to their own or a class podcast. Ease into the idea by having a student record announcements into a daily/weekly class podcast, then move on to letting a student share a short summary of the day’s lesson(s) at the end of class, share their writing, etc.

These aren’t flashy, but they’re easy to get you and your students started. The aim is to give students opportunities to leverage the bigger capabilities of their phones and get students viewing their phones as something more than entertainment or 24/7 pipelines to their friends. Not an easy task, but management gets easier as the novelty fades. I’ve heard of teachers using many different strategies to varying effect. At the outset, a simple technique is to require phones to be left face-down on the desk’s corner when not being used instructionally.

If you’re planning on giving BYOD a shot this year, good luck! It’s likely to be a learning process, as with any resource, and you and your kids will come to see ways to use the devices naturally and effectively with practice.

Innaugural #edwhy and #edwhatif Chat Storified

Below find the chat logs from tonight’s first ever #edwhy and #edwhatif chats. Not a huge response the first time out (Okay, very small.), but that’s not a problem–I believe it will be worthwhile, because we need to question things in our field if anything is ever going to change for the better.

Besides, I’m a longtime blogger–I’m used to talking to myself! 🙂

#edwhy 

#edwhatif  

PD Scatter-Shooting

In my district, as in many others these days, opportunities for sharing technology-focused PD are very limited. Schedules are

Image credit: http://www.flickr.com/photos/add1sun/3511681984/

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?

60 Seconds to a Better PLN

VERY quick video follow-up to the previous blog post and podcast. Hopefully, this will answer some of the questions I’ve received from a few Twitter newcomers.

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