Wednesday, July 31, 2013
How to Escape Education's Death Valley
This post goes against my usual posts based on technology integration. But when I saw this, I felt that I needed to acknowledge it. When looking at the last school year, the common theme between every single teacher and staff in the building was stress. Everyone felt beaten, worn-down, and stressed. We all felt that we were in the Death Valley of education. I love when I see video clips like this because it gives me hope that someone outside of education "gets it". But how do we as educators go about changing it? We know the changes that need to be made...it makes perfect sense to us! But how do we show those changes that are needed and start to make the sweeping change that is needed in our country as a whole?
Tuesday, July 30, 2013
SmartBoard Templetes and Topics
SmartBoards are showing up in schools and classrooms across the country. But how many teachers really use them to their full potential? Most teachers in my school end up using them as a glorified projector! And while they are useful for projecting material, there are so many other things that can be done with them. It does take time and effort to learn, but as always, there are plenty of resources online not only to help aide in learning, but also to help teachers develop lessons and activities around the SmartBoard. The most helpful are templates: the basic settings are there, just add your own information! It makes it easy on the already overloaded teacher and fun for the students when their classroom becomes more interactive. Listed below are 5 sites that will help get any teacher started on SmartBoard inclusion.
Sunday, July 28, 2013
Are iPads needed?
I recently took an iPad class. Our school (a high school) just received an iPad cart for our social studies teachers. Being the new technology coach, I am now wondering and questioning as to whether or not spending so much money to purchase iPads was the right financial decision for our high school students. Don't get me wrong - I know that they have so many great potentials. But are they really the best option for high school students or even in schools as a whole? Or are they more the "hype" an because of that other options aren't always looked into?
Are iPads needed in the classroom?
Friday, July 26, 2013
History of Technology Integration
This is a short video clip from YouTube that showcases how technology has changed over the years. It brings an interesting thought to mind: over the next few years, how will technology change in the classroom? How do we as teachers make sure that we are staying up to date with the changes that are occurring? With how quickly technology is changing these days, as teachers we need to continually learn about new tools available so we don't fall behind in including it in our classrooms.
Wednesday, July 24, 2013
Audio Assessments
One of the great things about adding technology into a classroom is it allows assignments, projects, and assessments that were not a possibility to now become a reality in the classroom. Audio is something that often times is forgotten when looking at tools to assess student learning. However, it does have some benefits.
- Students can work on their skills in spoken communication
- It allows students that learn in different ways to showcase their learning in a way that works best for them
- The use of audio assessment introduces a new technology tool to students
- It is easy to share which allows for great communication with parents and other stakeholders
Thursday, July 18, 2013
Technology and Bloom
Great article and visual showing how technology can help fortify the different skills in Bloom's Taxonomy. Thank you Brian Nagy for posting this on the EDTECH Moodle!
I am currently taking an iPad class through a group called Edupsire (available in PA). There was an article that we needed to respond to that I thought was a GREAT resource about the use of iPads in class.
The article brings up the key idea that as a new technology coach I want to try and get across to the teachers that I am helping (as well as administration). Technology is a tool much like a textbook, a powerpoint, or flashcards. We think that it is something big and scarey, but that is because we make it more than it is. If we think of it as something small that can be used to support and build, it helps to make the integration of it seem less daunting.
The article brings up the key idea that as a new technology coach I want to try and get across to the teachers that I am helping (as well as administration). Technology is a tool much like a textbook, a powerpoint, or flashcards. We think that it is something big and scarey, but that is because we make it more than it is. If we think of it as something small that can be used to support and build, it helps to make the integration of it seem less daunting.
Wednesday, July 17, 2013
Examining Generational Differences
This post is in response to a prompt from the blog of the professor.
I am one that followed the idea that students' thinking is changed because of the technology that is available. And, to be honest, it is a thinking that is very difficult for me to change. Maybe it is because it is a popular belief and one that I have been hearing for quite some time. However, one of the key points that was brought up in the post prompt was "the only thing that can be said about today’s student, based upon reliable and valid research, is that they are more narcissistic than any previous generation". Maybe we as educators are taking this fact and transferring it to the use of digital tools and abilities and drawing false conclusions because of that.
It is very frustrating as a high school teacher, to ask students to do basic research for a project and students saying to me, "What do I put into Google?" or "Where can I find the answer?" Some students type the exact question that I put on the instruction page into Google hoping to get adequate results. They want the answer immediately and with the least amount of work possible. And I guess that is one of the negatives of the vast amount of information that is available to them. We have to teach the skill of critical thinking, analysis, and problem solving. Essentially, we should be cultivating students that have higher level skills when they leave high school then we had the capability of having.
If a colleague had the idea of digital natives and bought into the idea that our students were different, I would try to redirect their thinking. Many view this "change" as a negative (and it can be when looking at the real root which is narcissism). We as educators have the chance to take the negative and make it into a positive. Yes it will be hard. Yes the students will push back as we start to push them towards higher levels. But that is what we signed up for: to push, to prod, and to make them that much stronger then they leave our classes.
I am one that followed the idea that students' thinking is changed because of the technology that is available. And, to be honest, it is a thinking that is very difficult for me to change. Maybe it is because it is a popular belief and one that I have been hearing for quite some time. However, one of the key points that was brought up in the post prompt was "the only thing that can be said about today’s student, based upon reliable and valid research, is that they are more narcissistic than any previous generation". Maybe we as educators are taking this fact and transferring it to the use of digital tools and abilities and drawing false conclusions because of that.
It is very frustrating as a high school teacher, to ask students to do basic research for a project and students saying to me, "What do I put into Google?" or "Where can I find the answer?" Some students type the exact question that I put on the instruction page into Google hoping to get adequate results. They want the answer immediately and with the least amount of work possible. And I guess that is one of the negatives of the vast amount of information that is available to them. We have to teach the skill of critical thinking, analysis, and problem solving. Essentially, we should be cultivating students that have higher level skills when they leave high school then we had the capability of having.
If a colleague had the idea of digital natives and bought into the idea that our students were different, I would try to redirect their thinking. Many view this "change" as a negative (and it can be when looking at the real root which is narcissism). We as educators have the chance to take the negative and make it into a positive. Yes it will be hard. Yes the students will push back as we start to push them towards higher levels. But that is what we signed up for: to push, to prod, and to make them that much stronger then they leave our classes.
Saturday, July 13, 2013
New Technology Coach
For the past seven years, I have taught Social Studies. At the end of this past school year, I was hired as the new, and first within our school, Technology Integration Specialist (i.e. the Technology Coach) for the upcoming year. Over the past few weeks, I have been trying to connect with teachers to see what some of their struggles and frustrations have been with technology in our school. Here are some of the issues that I have heard.
- How do you deal with the unreliability of technology working?
- We don't even have internet in our section of the building.
- Our technology help tickets (submitted when there are issues) are never answered.
- The technology resources we have aren't reliable.
- We don't have enough training available.
Wednesday, July 10, 2013
Top Ten Tips for Using Technology
Great video to help you get some easy ideas to integrate technology into your classroom!
Tuesday, July 9, 2013
Guest Blogger: Mrs. Beth Dunbar
As a guest blogger, I asked the librarian of my school, Beth Dunbar, to discuss her take on technology integration and especially in the realm of the library. The following is what she had to say:
"Technology is an integral part of education and is an important part of the modern library function. In the past, students would come to the library and begin researching by using a physical card catalog or a computerized system. Then the student would go to a shelf and retrieve the book and peruse the table of contents or index for the required information. In turn, the student would have the opportunity to find related topics and keywords. How times have changed, but is it all for the better? Are our students researchers or regurgitators?
Presently, when a student comes to the library to do research he will go directly to a computer and double click on Google. The student will then type in his full inquiry and wait for the information to appear at his fingertips, where he can scan through the results. The ease at which this happens causes me, as a high school librarian, to question our students true ability to do research and think beyond the assignment. Do our students know if they are using the best keywords to find their information or are they just looking at the first few results that appear and using those sites out of conveniences, rather than scholarship? This is a question that haunts me, as I have taught numerous classes on research and finding the scholarly websites. Upon inquiry of students, I get mixed results; some are true researchers, others like Wikipedia. How do we inspire our students to think and really look at the information for more than just fulfilling an assignment, but furthering their own personal knowledge?
This past school year, I participated with another teacher in an iSearch lesson and was inspired by the students and their ability to research topics that were student driven. For this particular lesson, students were able to pick topics of their own choosing and had to focus on answering questions from other students in their class regarding their chosen topic. As a result, the students were invested in the research as they had their own questions, but wanted to provide answers to their fellow students questions too. They were given 2 days to research and 1 day to write, before presenting a speech to the class. As they began researching, we required every students to write 5 different keywords or search terms they could type into Google to find relevant research. This step made the students think about their research, as we learned that students often type full questions into Google and not keywords. Our students had a difficult time narrowing their research questions to just a few essential words.
This gives me pause, maybe we need to go back to teaching basic researching skills to make our students think about their assignments and to find meaning in our assignments to engage them in true research scholarship. Maybe we are assuming that previous teachers have appropriately taught our students to do research when that is not the case. Lessons like iSearch can help break down the research process and it fits perfectly with the technology that is available to us by give ownership to the students for the assignment, while enabling the research to be presented in a variety of ways. Technology is a blessing, in that we can access the world through our fingertips. As educators, we need to help our students harness this convenience and to use it to think deeply about their assignments presently, and their lives post high school. The ability to research is a life long skill."
Beth Dunbar
Library Media Specialist
Dauphin County Technical School
"Technology is an integral part of education and is an important part of the modern library function. In the past, students would come to the library and begin researching by using a physical card catalog or a computerized system. Then the student would go to a shelf and retrieve the book and peruse the table of contents or index for the required information. In turn, the student would have the opportunity to find related topics and keywords. How times have changed, but is it all for the better? Are our students researchers or regurgitators?
Presently, when a student comes to the library to do research he will go directly to a computer and double click on Google. The student will then type in his full inquiry and wait for the information to appear at his fingertips, where he can scan through the results. The ease at which this happens causes me, as a high school librarian, to question our students true ability to do research and think beyond the assignment. Do our students know if they are using the best keywords to find their information or are they just looking at the first few results that appear and using those sites out of conveniences, rather than scholarship? This is a question that haunts me, as I have taught numerous classes on research and finding the scholarly websites. Upon inquiry of students, I get mixed results; some are true researchers, others like Wikipedia. How do we inspire our students to think and really look at the information for more than just fulfilling an assignment, but furthering their own personal knowledge?
This past school year, I participated with another teacher in an iSearch lesson and was inspired by the students and their ability to research topics that were student driven. For this particular lesson, students were able to pick topics of their own choosing and had to focus on answering questions from other students in their class regarding their chosen topic. As a result, the students were invested in the research as they had their own questions, but wanted to provide answers to their fellow students questions too. They were given 2 days to research and 1 day to write, before presenting a speech to the class. As they began researching, we required every students to write 5 different keywords or search terms they could type into Google to find relevant research. This step made the students think about their research, as we learned that students often type full questions into Google and not keywords. Our students had a difficult time narrowing their research questions to just a few essential words.
This gives me pause, maybe we need to go back to teaching basic researching skills to make our students think about their assignments and to find meaning in our assignments to engage them in true research scholarship. Maybe we are assuming that previous teachers have appropriately taught our students to do research when that is not the case. Lessons like iSearch can help break down the research process and it fits perfectly with the technology that is available to us by give ownership to the students for the assignment, while enabling the research to be presented in a variety of ways. Technology is a blessing, in that we can access the world through our fingertips. As educators, we need to help our students harness this convenience and to use it to think deeply about their assignments presently, and their lives post high school. The ability to research is a life long skill."
Beth Dunbar
Library Media Specialist
Dauphin County Technical School
Monday, July 8, 2013
Why Integrate Technology into the Curriculum?
Why Integrate Technology into the Curriculum?: The Reasons Are Many Article from Edutopia
The article lists 4 reasons as to why technology should be integrated:
Active engagement
Particpation in groups
Frequent interaction and feedback
Connection to real-world experts
One area that I have found most teachers struggle the most is participation in groups. Especially when looking into initiatives such as BYOD, teachers see it as a way to segregate the "haves" verses the "have nots" in their classes. But, when done right, it can fortify the second goal. In order to integrate it, teachers design and form groups so that each group has a device. Technology is then integrated and students need to use the device within the group to accomplish a goal. It not only helps with group participation and communication but also with problem solving skills as well.
PBL also instills the goals of technology integration with extra support on participation in groups. Within these learning situations, students are required to use technology to support a real-world product. Not only is group work needed for this style of project and learning but students are challenged to engage and find personal accountability for the project being created.
Thursday, July 4, 2013
Tools that You Find Useful
It has been said that teachers are the best thieves in the world. Well, I don't know if it is necessarily stealing, but we as teachers are gifted at not having to reinvent the wheel. I don't know about you, but I love when another teacher says, "That activity looks great. Can I have a copy to give to my kids too?" It is just another affirmation that I need in what seems to be a never-ending stressful job. It means that I am good at what I do and someone else is recognizing it.
So...let's "steal" from each other. What is a technology tool that you have used in your classroom that you think every teacher in the world should use because it is just that amazing?
So...let's "steal" from each other. What is a technology tool that you have used in your classroom that you think every teacher in the world should use because it is just that amazing?
iPad Apps for High School Educators
This list is modified from an article from TeacherHub. For a full list and a more thorough understanding of the apps in this post, please refer to the article. Each app below is linked into the Apple store for easy purchase.
- Teacher's Assistant Pro: Allows teachers to track and monitor student behavior, assessments, and also organize important documents online.
- eClicker: Teachers can receive immediate feedback as the application allows for class polling to occur.
- Mathematical Formulas: contains any mathematical formula that might be needed (for science applications as well) for quick and easy reference.
- Free Books: Great for English teachers as well as reading enthusiasts that want easy access to books for free (23,469 books currently on file).
- LanSchool Teacher's Assistant: Teachers are able to monitor student computer use through real-time interaction to redirect or provide one-on-one help.
- The Elements: A Visual Exploration: Great for Chemistry teachers as a reference but also allows students to obtain more information about specific elements in new and unique manner.
- History: Maps of the World: Provides interactive maps to see boundary changes, population changes, and location of music, art, literature, and many other items.
- Keynote: Allows teachers to use premade themes to add pzazz to their notes as well as connection to external drives which allows the presenter to showcase information to a large audience.
- Molecules: Students can view 3-D views of molecules and are able to interact with it by altering their view.
- World Book: This Day in History: Users are not only regulated to the day at hand but also to the past and the present. The application shows important births, deaths, and events that occurred on specific days and later updates will include many visuals and interactive materials.
Wednesday, July 3, 2013
Links for Technology Tools
Here is a list of many tools that are available online to help you integrate technology into your classroom:
xTimeLine: Allows users to create online, interactive timelines
Bubbl: Online brainstorming; useful for group projects and allows for teacher moderation
Gliffy: User friendly program to help generate professional-quality flowcharts, diagrams, floor plans, and technical drawings
PrimaryPad: Students and teachers can work together to collaborate and monitor project progress
Scrumy: The site allows a team to assign and manage individual tasks when working on a project with a cumulative ending goal
Wordle: Creates word clouds that can be used to showcase and assess student learning
Wix: Users can create a free website; Google friendly
Remind101: Safe way for teachers to text message students and stay in touch with parents
QRStuff: Generation of QR codes
GoogleDocs: Allows students to save documents online to access at home; students can also interact with each others' documents online
Slideshare: Users can upload and share PowerPoint presentations
xTimeLine: Allows users to create online, interactive timelines
Bubbl: Online brainstorming; useful for group projects and allows for teacher moderation
Gliffy: User friendly program to help generate professional-quality flowcharts, diagrams, floor plans, and technical drawings
PrimaryPad: Students and teachers can work together to collaborate and monitor project progress
Scrumy: The site allows a team to assign and manage individual tasks when working on a project with a cumulative ending goal
Wordle: Creates word clouds that can be used to showcase and assess student learning
Wix: Users can create a free website; Google friendly
Remind101: Safe way for teachers to text message students and stay in touch with parents
QRStuff: Generation of QR codes
GoogleDocs: Allows students to save documents online to access at home; students can also interact with each others' documents online
Slideshare: Users can upload and share PowerPoint presentations
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