Tag: edtech (page 1 of 11)

The Evolution of Digital Citizenship

New podcast discusses how our concept of digital citizenship has changed in the past decade plus and offers some suggestions for digital citizenship topics to use to engage today’s students, such as:

  • What is the role of the internet in politics? How can we be sure we are getting good information in a world with fake news, deepfakes, and more?
  • What amount of screentime is healthy?
  • Is it desirable and possible to have civil discourse online?
  • What are the laws that pertain how students should behave when online?
  • Are our internet personas real, or do we take on different personalities and identities online? Is this good or bad?
  • How can we use technology to positively impact our world?

Other topics? Leave them in the comments below!

Listen to “#34: The Evolution of Digital Citizenship” on Spreaker.

Hang Up? Crawfishing (a Little) on BYOD

For years, I have been an avid supporter and advocate of BYOD. Specifically, I have argued that students’ smartphones were powerful, pocket-sized computers with high-speed internet capable of connecting, creating, engaging. They were a fabulous solution to the very significant problems of digital divide. Schools lacking in computers or infrastructure would no longer be shackled by the technologies they lacked–just get out your pocket PCs, kids!

Lately, though, I must admit that I wonder about this idea and really have been questioning the validity of my beliefs. I more and more frequently encounter news stories and blog posts about schools or even entire countries abandoning their phone-friendly policies. Policy makers have decided the competition for students’ attention, the distractions, the discipline problems, the effects on student emotions were all too high of a price to pay for any positives the devices might promise. Surprisingly, their arguments against the devices in the classroom are starting to resonate a lot more with me.

Some experts, such as the folks at Common Sense Media, have determined that teens spend an average of 9 hours per day looking at a digital screen. I will testify that at least seems pretty accurate in my own household, even if I haven’t put a timer to it. Life is intently focused on a screen of some sort the vast majority of waking hours, riding in the car, sitting in their rooms, eating a snack, etc. The majority of the time, my kids, wife, and I are thumbing robotically through Instagram, watching YouTube or Netflix videos, checking Snapchat, or something similar.

I will say that the number and range of topics that my kids are learning about is sometimes really amazing. This is especially true for Reilly, my son, who watches videos on every topic under the sun. Also, I have much appreciation for the way that my kids are able to stay connected to their friends, particularly during the summer, as we live a half hour from most of them. I can completely understand my son’s penchant for gaming, as I enjoy an admittedly smaller variety of games almost as much. We ditched cable and satellite television a few years ago, too, so much of their phone time is a substitute for former television hours. All that to say I recognize there is considerable value, for sure.

On the other hand, though, it is unrealistic to deny that there are significant problems that come along with the devices’ constant presence. One that I think is most significant is the devices’ tendency to become the attention priority of the user. In other words, the user is so distracted by the device that he/she cannot maintain focus on anything or anyone else. Just try to count the number of times in a day when someone checks their phone while having a face-to-face interaction with someone. I’ve sure been guilty of it. Watch families/friends sitting together at restaurants. We see it (maybe take part) constantly–groups become zombies making idle chit-chat while staring at PewDiePie on their new iPhone or Galaxy. A 2018 study by Common Sense Media revealed more than half of teens acknowledged that phones distracted them in negative ways. Additional research by Common Sense shows that not only do a large number of kids check their social media feeds pretty much constantly, the negative outcomes (hateful comments, posts not being “liked” enough, etc.) more profoundly affect the kids already facing social/emotional problems.

For the teacher optimistic enough to try and use them in the classroom, a particular challenge I have heard about endlessly since basically the debut of the iPhone in 2007 is management. Even teachers who are still open-minded or enthusiastic about the possibilities struggle with ensuring that they are being used in purposeful, learning-focused ways. For a teacher who may not be experienced or especially skilled at general classroom management, this becomes an even bigger issue. I know that I and countless colleagues in the edtech world have attempted to share effective management strategies, but the dismal tales persist.

What’s the point to all of this then? Well, I suppose it is that I am probably less convinced of the power of student devices in the classroom than I was a decade ago, when my former superintendent abruptly declared our district to be a BYOD environment. Certainly, there have been some cool moments of real success, from creative student video productions to collaborative documents to engaging formal assessment and feedback apps and many more. I won’t begin to argue against those. I think, though, that more than a decade’s time passing should have ironed out many more of the wrinkles in the plan and the process. It hasn’t, and I still hear more negative feedback than positive (Okay, maybe complainers are just more…expressive.). I am currently running a Twitter survey to gauge my PLN’s feelings on student phones in the classroom and already seeing some interesting results.  My mind is far from made up, and reflection is critical to my own professional practice, so I’m going to keep mulling the pros and cons of this issue for awhile. As always, I would welcome and respect your thoughts and comments!

Team 3D Design and Printing Challenges

Image source: https://3dprintingindustry.com/news/interview-dana-foster-3d-printing-education-18133/

3D printers have been the absolute rage in education and in maker spaces for a few years now.  While the printer itself is a magical and fascinating piece of science and technology, the price tag makes it imperative that we use the printers to engage students in activities that will help them grow more creative, adept at solving problems, and skilled at applying knowledge across the curriculum. In order to have a justifiable reason to pay $500, $900, $2000, or even more for a 3D printer, there needs to be a higher purpose, laser-focused on student learning. The following are just a few ideas that might stimulate your own, better plans to get kids engaged in design thinking and applying content knowledge as they work with design teams to create original 3D models.

  • All Together Now. Split class into teams who will design and print separate components of a single project. For example, teams might be producing the doors, roof, window, interior walls, or exterior walls of a model house. They might create components of a small toy, such as a car or action figure. The emphasis here is on effective communication between groups and precise calculations, as poorly planned or executed parts will not fit. This is very similar to actual manufacturing today, where components of the same object are often made on opposite sides of the globe.

    Not my favorite idea!!

  • A Better Mousetrap. Have students design a simple and effective humane mousetrap. Students will need to apply knowledge of biology and simple physics in order to lure, trap, and keep their quarry until it is relocated to a new home (Pro tip: Probably not a good idea to test by letting live mice loose in the classroom.)
  • Baby Shark Tank. Student teams design a simple, easily reproducible and customizable object to sell for a class fundraiser or to raise money for a charitable cause. Teams will pitch their idea to a committee of teachers, volunteers, or other students. Those chosen as best will be produced and sold for the designated cause. In addition to the technology and design skills being developed, through the planning and marketing of their idea, students will build math, speech, and writing skills.
  • Base-ic Math. Every math teacher has a set of base-10 blocks somewhere in their room. In this challenging activity, have students create blocks to represent different math systems, such as base-4, base-25, etc. This is a great way to really reinforce student understanding of a challenging math concept.
  • Even Better. Find an existing design and improve it. There are countless sites online where students can find and download free 3D designs. Have them use an existing design, such as a pencil holder, a drinking cup, or plastic toy, and work with their team to make it more practical, stronger, more aesthetically appealing, or just plain cooler. Daniel Pink’s chapter on Design in A Whole New Mind might be a good text to accompany this activity.
  • Now We’re Cookin’. Teams will design or re-engineer a utensil to perform a specific kitchen task. For example, students could create a stopper to keep opened canned soft drinks from losing their fizziness. They could create a chip bowl scoop that lets dining guests get chips without using their hands or without the frustration of using tongs (which just destroy the chips, am I right?). They could create a pepper corer that protects skin from jalapeño juice. Students could begin by interviewing parents, grandparents, or even professional cooks and asking what tasks frustrated them. They will get to practice effective communication, critical thinking, and creativity.
  • All Geared Up. Students will work together to create a machine that using no more than 4 gears to produce the highest gear ratio they can. In other words, turning 1 full turn of a gear produces as many turns as they can design of a final gear. This is the principle that makes one crank of a bicycle pedal spin  the back wheel several times. They could also try to turn their work into a useful object, such as an efficient fan, “motorized” toy, etc. This is a relatively easy to grasp challenge but has a lot of practical knowledge of simple machines and physics involved.

Hopefully, these are helpful as starting points for student design and will inspire you or your students to bigger and better applications. If you have ideas you would want to share, please include them in the comments, and I will put them into the post.

Make Your Words Visible: Lumen5

In need of a spark of creative energy, I checked out this great post by Kathleen Morris over on The Edublogger. I found a prompt that mentioned making a blog post into a video using a tool called Lumen5. This tool uses AI to create attractive videos by pairing and animating images or GIFs with pieces of text. The text can either be copied and pasted or pulled from a link. So, for example, a student could link to a blog post and create a very cool video in just a few seconds. In fact, Lumen5 lets users add a site or blog’s RSS feed to automatically create a new video whenever a new post or article is added. You can go in and pic specific design styles, change images/GIFs, choose music, etc. as needed, but it really does a pretty amazing job automatically.

Lumen5 does require membership to use, but you can currently join for free and create unlimited videos. Paid subscriptions allow for HD rendering and removes branding (in the form of a slide at the end of each show) from videos. Paid subscriptions also allow for the creation of collaborative teams, while free accounts do not.

I dug up a recent, quickie blog post and created the following in less than 15 minutes the first time I signed on:

I have to say that I really like the potential here. Like most folks, I will admit I am more likely to watch a catchy video than read a long treatise, at times. I like how this opens up both options. One tiny improvement that would be useful is the ability to embed videos in blog posts. While they can be automatically shared to multiple social media sites, I cannot find a way to embed beyond downloading a copy, uploading it to Youtube, and embedding the video from there.

Student Internet Access in Seguin ISD

As a part of our ongoing process of self-evaluation and planning for the future of technology here in Seguin ISD, we recently conducted a quick, 4-question survey to determine patterns of students’ internet use outside of the school day. Over 1,700 students in grades 3-12 participated. The results are below.

A few initial observations:

  • The basically 9:1 ratio of student internet uses to non-users is pretty much what I would have expected. This tells me that we still need to be looking for options for our students without access, as they are certainly limited once they leave our buildings.  It also should be something teachers are aware of, and it should inform their decision-making when assigning homework that requires online resources. We have come far, but the divide still exists. How might we creatively close the gap outside of our buildings?
  • Slower internet speeds and data limits on cellular connections make accessing excessive amounts of video or other media online problematic. This is a potential issue for more than 40% of our students.
  • Fewer and fewer students are using traditional laptops or desktops as their home internet-access device. Mobile phones and tablets are much more common. Still, schools tend to focus budget dollars on desktops/laptops. That might be a practice we need to rethink. Might our technology dollars be better directed at non-traditional tools?
  • The “None of these” option under types of devices doesn’t just include kids with no internet at home–many kids use gaming consoles, devices such as Amazon’s Alexa or Google Home, or a variety of other tools.

Other thoughts, reactions, or questions I might be missing? Happy to hear your comments.

 

Technology Doesn’t Matter (Unless…)

Last week, I was reading a blog post written last fall by Tom Murray that popped up in my Twitter feed, “No. Your 3D Printer Does Not Make You Innovative.” I enjoyed the way Tom categorized the roles these exciting tools are playing in classrooms, ranging from “bandwagon” devices (which get purchased with great fanfare and excitement, only to go on to live sad, lonely lives gathering dust in a closet .somewhere) to “MVP” devices that powerfully transform learning.  I have personally witnessed the full range of these types of implementation over the past few years. Tom’s big point was that exciting technologies such as 3D printers aren’t worth the investment if schools do not evaluate what they are doing in the classroom to ensure they are leveraging the full potential of the devices. As he states in the post, “Innovation is not about tools. It’s about people, processes, and pedagogy.” 

Taking this idea one step further, let me say that the same principle applies to all educational technology resource we decide to invest in for our classrooms. Technology resources are significant investments for schools, and they are at times purchased with inadequate focus and vision for what they will be used to accomplish. This goes for 3D printers, laptops, Chromebooks, iPads, VR/AR systems, interactive white boards, desktop computers, robot systems, document cameras, LED projectors, software tools, etc. These technologies may well have the potential to transform learning by increasing student engagement, involving students in real problem-solving, facilitating innovation and invention, building curiosity and creativity, etc. However, this is much more likely when implementation follows planning to evolve instruction and create new, powerful kinds of learning experiences. On the other hand, each has the very real possibility to go down in flames as huge wastes of precious school dollars.

How do we ensure, then, that we are getting the most from our exciting, new investments?  Here are a few questions that might be helpful for schools to consider before investing in the latest, hottest technologies:

  1. What student need or learning outcomes will be met by this technology?  Does it fit our overarching “why?”
  2. Are there existing resources or less  costly alternatives that meet the same goals as effectively?
  3. Are current classroom structures well suited to make the most of this tool–furnishings, arrangement, schedule, grouping, management, etc.?
  4. What training will teachers and students need to effectively and powerfully  use this technology?
  5. How should instructional time look when this technology is in use by students?
  6. Could students adapt the tool to new applications that go beyond the curriculum? Beyond the classroom?
  7. How will success be measured?

In summation, for me it goes back to something I heard more than a decade ago in a workshop led by Dr. Bernajean Porter. Dr. Porter proposed that the highest use of technology was “transformative”, allowing students to do and experience things otherwise not possible. If an education technology is truly an advancement in student learning, this should be obvious in what is happening in the classroom. Even the most amazing and powerful tools, however, can be significantly handicapped by a lack of planning, training, or vision. The priority for successful and impactful implementation should be planning to ensure opportunities for students to successfully use the technologies they are provided to solve problems, create, invent, design, connect, communicate, and engage in ways they could not imagine doing without them.

More Reflections on Why

Another impact of the Simon Sinek book Start With Why: How Great Leaders Inspire Everyone to Take Action is that I have been giving thought to how I could put my why into one concise, easily understood statement. While not ready to declare it as final, the following is the current incarnation:

To facilitate meaningful and engaging learning experiences that equip students to reach their dreams.

Here are a few key elements:

  1. Facilitate–my role is to provide tools, training, resources needed for learning.
  2. Meaningful–meaning is a highly personal thing, and we should look for and offer diverse learning opportunities and technologies reflective of the outside world
  3. Engaging–while digital learning tools are exciting to a large percentage of kids, they do not equal engagement by default. The focus still needs to be on powerful classroom practice that pulls learners in.
  4. Experiences–with a nod to John Dewey, learning is most effective within the context of powerful experiences. Do the technologies and strategies I promote create these?
  5. Equip…their dreams–we as educators are beholden to standards. Goals for our students are dictated from ivory towers and governments. Ultimately, however, I think most of us could see no higher level of success than if our students returned to us to tell us of big dreams we inspired and how they achieved those dreams.

Finally, another thought hit me yesterday: What would it look like if we taught our kids to articulate their whys? How might making these concrete affect how our students approach learning? Would our schools even fit their whys at all?

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