Tag Archives: education

Teaching the Humanities with Technology

Today I participated in a webinar about integrating technology in Humanities classrooms. One of the reasons I like to participate in these events is that it forces me to evaluate myself and my practice and allows me to collect many new ideas. If you notice towards the end, while the others are talking I start writing ideas down. Look for future posts that share black out poetry and common craft videos. I’m also really excited to look into Vocabla (http://vocabla.com/ ) and Inkle Writer (http://www.inklestudios.com/inklewriter/) .

If you are interested I will be presenting on Creating a Culture of Writing at the EdTechTeacher Summit in July and I will leading variety of workshops  throughout June.

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April 24, 2014 · 5:13 pm

Beyond Worksheets, A True Expression of Student Learning

This is the 4th part of my 4 part series on “The New Economy of Information” 

 

Perhaps the most important effect of the new economy of information is the need to make sense of information that is around us. “In order to do this, students need to literally create their learning and demonstrate not just what they know, but what they can do.”

 

http://blogs.kqed.org/mindshift/2014/04/beyond-worksheets-a-true-expression-of-student-learning/

 

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Teachers’ Most Powerful Role? Adding Context

This article originally appeared on Mindshift/KQED.

“And it’s here, in these seemingly disjointed moments, that the expertise of the teacher is crucial to uniting the class’s learning. Teachers need to create the dynamic that transforms individual moments into a broader experience where the class benefits from the complete range of learning that has taken place.” 

http://blogs.kqed.org/mindshift/2014/04/teachers-most-powerful-role-adding-context/

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Filed under 1:1, general education, MindShift, pedagogy, professional development

Creating and iPads… Combining the Physical & Digital to Create Multimedia Content

Today I participated in an EdTechTeacher webinar on how classes can benefit by using iPads to combine the digital and the physical. There is a temptation to go ALL digital when devices arrive in your classroom. In reality the power of the devices is that they can capture digital and real world content together. They can capture the process of learning as well as the product and give the teacher better insight into the learning process. This webinar discusses the possibilities as well as sharing many examples of projects and tools.

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April 1, 2014 · 7:33 pm

Teaching in the New (Abundant) Economy of Information

Excerpt: In the past, teachers gave life to learning for generations of students — no different than today. But they were operating in an environment of scarcity that would make today’s teachers cringe (and they do, every time the Internet is down for more than just a short while). As the information available and our ability to access it increases, this new economy of information is transforming the practice of teaching and the roles of both teacher and student.

Creating an effective 1:1 program is not so simple as distributing devices. schools will need to make the devices part of their school culture, socialize their students for appropriate use and commit themselves to working with teachers to redefine effective teaching practice. This post reflects on the how the role of the teacher is effected by the abundance of information in their classroom.

While I can’t republish the Mind/Shift article here in its entirety, here is a link to the full article.

 

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Filed under general education, pedagogy

Creativity and Learning with iPads (Devices)

I participated in this webinar yesterday on the topic of Creativity. it was great to chat with outstanding Aussie educator Paul Hamilton. My only regret is that I was not able to chat more with the amazing Kiwi educator Richard Wells. Both are innovators and blazing new trails for effective use of iPads in the classroom.

This topic of creativity has begun to consume more and more of my thinking. Though transitioning to a 1:1 classroom is what began the process, I see  that while the devices are wonderful mediums for expressing creativity, the classroom procedures and policies that go along with them do just as much to encourage students to create.

Though the title refers to iPads this video would be no less helpful to those with other devices. The conversation trended to creativity in general and how to encourage and foster it.

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January 16, 2014 · 8:58 am

5 Demands Placed on Students in a 1:1

1. Manage the Technology: In addition to learning and completing assignments students have an array or responsibilities simply in managing the device.  The device needs to be charged, apps and programs need to be updated so that they continue to function correctly. At first students and perhaps parents may scoff at the idea that these tasks are part of learning. It can be hard to keep them accountable for them, but just as important as it is to have paper, a pen, a PE uniform or safety goggles, having a functioning device is key to being “ready to learn.”

2.  Make Learning Choices:  The volume of data being evaluated and sifted through and the freedom for students to construct ideas with their own information make 1:1 powerful. One roadblock to this is the “Tell Me What To Do?” mindset that many students have. This is not something reserved to struggling or resistant students.  Many of the best and the brightest students are not used to having choices and being held accountable for making them.  At first many students will get stuck when they get to a fork in the road.  Teachers need to help students get past the fear of deciding. Making clear goals for lessons and having a set of class values to guide those decisions will help. For choosing sources my classes have developed a series standards for what is best. Is the source reputable? Do you know who the author is? Can we identify potential biases in the writing? Does the source list its sources so that we can evaluate them?  The same types of procedures are necessary for choosing the format for their products as well. How does the platform enhance or support the ideas that you are trying to convey? With help and time, students learning to not only embrace, but be excited by the choices and possibilities.  They are more comfortable with bigger decisions about how they will learn.

3.  Problem Solve Together:  There is a big difference between working together and problem solving together.  My 1:1 classroom has taking problem solving to a completely different level.  Often we invent assignments together as a class.  As a result the students have to create a plan for completing them. It is common to have a problem that leads to debates and sometimes even disagreements.  Working through these common roadblocks is a ubiquitous part of my classes today.  More and more I am able to stand back and let them work it out.

4.  Protect Their Data:  There are few things worse than watching a student who has worked hard lose all of that work, effort and time due to a technology glitch.  Several students this year lost 12 weeks of work, all of which could have been saved with a few simple steps. Blaming the device is often a natural reaction. The reality is that we have to assume that the technology will fail us and take steps to protect our data.  If the work that we are doing is valid, authentic and important it is going to hurt, and hurt badly to lose it.  Tools like Dropbox, Evernote and Drive make protecting work easy.  Other apps and programs take a bit more time and effort.  That time and effort is time well spent.

5.  Teach the Teacher: Independent student work means that I am often listening to students explain how they came to a conclusion, solved a problem or worked through a technology issue.  Listening is a bigger part of the 1:1 teachers day than it used to be. It can take a while before students see the value in these explanations.  Many students still see school simplistically: Get assignment, complete assignment, turn in assignment.  Eventually classes begin to enjoy hearing how people did their work.  this is especially true when we are sharing projects.  Selfishly this change makes class more exciting for me too.  I constantly learn new tricks and tips to share in the future.  Here is an example of a Venn diagram assignment that became a lesson for me on stop animation.  I’ve been excited to try it ever since it was turned in.

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Filed under #edtech, 1:1, general education, pedagogy

Why We Teach – a Tribute

Earlier this year my friend and colleague Lew Hubbard passed away suddenly. He was a kind and generous man and like so many of my other colleagues, deeply committed to his students and to the art that he taught.

At our school’s recent variety show, a student performed a speed painting and dedicated it to him. I won’t try to describe her feelings and reasons because Maddy (the student in the video) does that so effectively.

When I was done watching this video I had tears in my eyes. It was clear that Lew had left a mark on this world and given something very important to his students. He taught art, he inspired art and here he becomes art.

In the weeks preceding Winter Break it was a nice reminder of what is possible in our classrooms, but also of a great man who I will miss talking to in the halls and at the copy machine.

We can make a difference in the lives of our students, we can leave our mark on the world and more importantly we can help our students to leave a mark of their own.

Some of Lew’s Art can be seen here. http://www.lrhimages.com/

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December 15, 2013 · 11:34 am

Defining Paperless 2.0

this article originally appeared on Edudemic. Read the original post here.

images“I’ve gone paperless!”

The transition to the 1:1 classroom regularly goes hand in hand with a call for teachers to go paperless.  The idea is a popular one for schools (and businesses) who can realize quick savings from reduced paper costs and offset the cost of the new devices. It can also be popular with teachers for a variety of conveniences when distributing and collecting materials.  But what about learning? Is moving to paperless a step forward or a high tech way of doing exactly what we have always done albeit electronically?

 

Defining Paperless 1.0

In the initial stages of a 1:1, teachers begin to convert already existing materials into electronic copies. Copies become PDF’s or Google Docs. In most cases, these materials do not differ from what they were on paper. These digital resources are easier to share, and when used with an LMS system or an understanding of Google Docs, can be easy to collect. This simple substitution can initially be a comfort to teachers and students. It connects them to patterns that they recognize and can build an understanding of devices in a context that is familiar: “Pass out materials, collect when completed.”  Once comfortable, many teachers move on to replicate other past products; the electronic poster, a dynamic graphic organizer, interactive timelines. While these electronic, often web-based tools can be more dynamic than their paper predecessors, and can be more exciting for students, do they represent a real shift in learning? Where should schools be headed next?

 

Clear Steps Forward

Even within this simple replication, there are clear advantages to Paperless 1.0. Students can submit work to teachers AND still possess that work. That dual possession can be powerful and allow for a faster exchange of feedback.  Communication is more immediate, and in many cases, students can be receiving real-time  feedback during the PROCESS of creation rather than just on the PRODUCT of creation. Feedback can evolve into a deeper continual process rather than a momentary one.  It can be more personal and directed towards specific individual needs.

 

Defining Paperless 2.0

Yet, in order for educational technology to transcend its past patterns, paperless work will need to expand beyond the confines of an 8 ½ x11 mindset not just the 8 ½  x 11 page.  Electronic posters will have to be move beyond being an e-poster stored in the cloud. A key part of moving beyond these limits is for teachers to move beyond the constructs that have defined assignments. While it is hard to look and see the path forward clearly, we can look back and examine past constructs that have been replaced as well as where the classrooms of today came from.  Educational technology has come a long way.  Imagine if we were to conduct our classes today, but were limited only to the technology of the past.

  • Imagine the classroom where slate tablets were the peak of technology? How did students go back and reflect on their previous learning? How did they write beyond the few lines they could fit on the few small inches of slate?
  • Imagine a modern science class without the benefit of microscopes and accurate tools for measurement? How would this affect the ability of students to see and interact with real scientific situations.  Could we imagine going back to that?
  • Imagine  a classroom or school that is not connected to the internet and how the economy of  information in that class affects students compared to those who are not connected.

Perhaps defining what Paperless 2.0 is, requires us to imagine what future teachers might say as they look back on our classrooms. “Wow, imagine if all the learning and work had to find its way to paper, our students would be missing out on so much.” The size of an idea need not be limited by the amount of paper available to contain it.

As technology allows us to remove the physical restraints on our classroom products, we – as educators – should be working to remove our conceptual limits and free ourselves and our students to explore what is possible.

 

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Filed under #edtech, 1:1, edudemic, general education, iPad, pedagogy

The Promise of 1:1 Learning

This, the 3rd webinar of the last month focuses on the broader concept of what 1:1 learning can produce. It goes on to discuss the effects of transitioning to 1:1 and finishes with a discussion of the future of 1:1 learning.

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October 24, 2013 · 9:09 pm