Tag: video (page 1 of 4)

Pixiclip–Online, Collaborative Whiteboard and More

The video below is a very quick overview of Pixiclip, a free, online whiteboard that is a potentially very useful tool for teachers looking to create online tutorials, particularly for flipped classroom applications. The site allows text, drawing, images, audio, and even webcams to be included in presentations, and it has a very user-friendly interface.

New Podcast: Student Multimedia Projects

Discussion of some alternatives to essays or PowerPoints.

 

New Podcast: Todd Nesloney Talking Flipped Learning

In this short episode, I had the privilege of interviewing my friend, Todd Nesloney, better known as @TechNinjaTodd of Twitter fame. Todd is a 5th grade math teacher here in Texas who was named one of “20 to Watch” by the National School Board Association this year. Todd and I chatted briefly about what it means to flip a classroom, the challenges, and the benefits.

Summer Tech Camp Report and Reflections

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Creating video game controllers using MakeyMakey.

Last week wrapped up 3 weeks of summer technology camps. These are the first for our district, and summer tech camps are something I’ve wanted to do for years. We offered students who are entering 2nd through 8th grades the choice between 2 robotics-focused camps or a week focusing on programming and innovation. Each week of camp ran from Monday through Thursday from 8:00 a.m. until noon. Camps were offered free of charge on a first-come, first-served basis. Approximately 80 students attended. Each camp had 3-5 adult counselors and 1-4 high school student CITs (<–callback for anyone who is a fellow Meatballs fan).

Campers build their first robot.

Campers build their first robot.

For the first attempt, each camp went off as smoothly as I could have hoped, primarily due to my phenomenal camp staff. Students were eager and engaged, and discipline issues were few and far between (Amazing how engagement solves so many of those issues, isn’t it?). Each day started with a quick debrief, then counselors either gave a mini-lesson or simply helped facilitate as students got to work. Robotics camp students initially completed a task involving creating a zip line with Legos. They next built their first, basic Mindstorms NXT robots. By the 2nd day, students were using their robots to complete tasks such as navigating a predetermined path on a Twister game mat. Local firefighters specializing in hazardous substance removal visited students to discuss how robots might be used to assist in their work, setting the stage for campers’ final project. Campers created and programmed robots to navigate a mock city (created by our CITs) and carry out specific tasks, such as obtaining simulated radiation measurements or moving hazardous cargo to a safe area.

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SISD Robotics Camp

The final week of camp focused on programming, digital media, and inventing using MakeyMakey and a variety of household items. Students started this week by creating digital movies based upon the book Zoom by Istvan Banyai. They next created short stop motion videos using a free software tool called JellyCam, which I highly recommend. Next, campers explored MakeyMakey and invented their own video game controllers by pairing the devices with a variety of items, from limes and bananas to wires and nails to Play-Do. Finally, students learned the basics of Scratch and created their own video games. An example game by one of our campers is seen below.

I wanted to share a few lessons and observations from this experience, in hopes that they might be beneficial to others planning similar events in the future. I’ve also included a few student and parent comments shared in camp evaluations. I’ve attached both the student survey and parent survey we used.

  • Plan far enough in advance to ensure a smooth, simple registration process. We faced time constraints that made this process very cumbersome. Next year, we’ll be using some form of online registration to streamline things. I’m really intrigued by the Active Networks Camp Manager, which is feature-rich and FREE for organizations whose camps are free.

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    Campers created robots to complete challenges, such as detecting/removing hazardous cargo.

  • There should be a balance between structured activity and creative, explorative play. As an example, I thought that the initial robotics activities were great, but I was never satisfied with the hazardous waste project. I think I’d make that much more open-ended in the future. As one camper stated, “Make challenges more broad, less specific tasks–more thinking.
  • photo3I’m not sure about the age appropriateness of robotics activities for the youngest attendees. I felt as if many of the tasks eluded some of them, and we ended up separating older/younger campers and assigning slightly different tasks. However, one older camper requested that they “be a little more interactive with the younger kids,” and a younger camper asserted, “Little kids can do what the big kids are doing.” Even so, I’m leaning toward creating a very different, separate robotics experience for kids in 1st through 3rd grades next year.
  • I would really like to involve community members as volunteer camp counselors next year, particularly if they have relevant experience with technology (but not excluding those who do not).
  • We needed to create separate Scratch accounts for each student. My thinking was to use a single, camp login, which would put every project conveniently on the same page. Unfortunately, this resulted in chaos due to campers being constantly, unexpectedly logged off. Lesson learned.
  • Efforts should be made to contact families and remind them of camps when registration occurred weeks prior. The further from the registration date a camp was, the lower the percentage of attendance.

Parent comments:

  • “He was challenged and learned more about what computers can do.”
  • “He learned how to make anything control a computer and he’s happy with learning some programming.”
  • “I have been wanting to get my son started on tech knowledge, but I didn’t know where to start. This is a good launching point.”
  • “…make it a full week or 2 weeks at least”
  • “My child came home every day very excited about what she learned daily at camp. It’s great to hear that this camp sparked such an interest with her. Thanks!”

Overall, I was very pleased, and the many requests from parents for another opportunity next summer were very gratifying, as were the requests to incorporate more, similar experiences into the curriculum. Ultimately, I think this gave our students some valuable experiences, and we’ll hopefully see the fruits of the seeds we planted down the line.

2-Minute Tech Challenge #3: iTunesU

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!

2-Minute Tech Challenge #2: TED Ed

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.

TCEA Areas 10 & 11 Conference: Exploring the Flipped Classroom

Information, implementation guides, and early research on flipped classrooms:

Flipped Classroom Pearltree

 

Technology tools for flipping the classroom:

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