#30:  3...2...1..This Blog is Done

      As I come to my last blog post, I realize that this semester has taught me a lot and made me question my own instructional practices and technology integration as a classroom teacher and future administrator. Here are my thoughts below. :)

3 Things I've Learned:

• Moodle- This is the first experience I've had with Moodle, and I'm glad I now know how to navigate through it. Being an elementary teacher, we haven't explored this type of learning management system yet, but I feel much more confident with it if I ever have to use it again!
• Blogger- This is the first "Blogger" blog I've created and used. My classroom blog is an EduBlog, which is a little harder interface to get used to. Although Blogger was a little tricky at first for me, now I've got the hang of it and I am going to look into creating my classroom blog on here next time! I've seen so many cute blogs on Blogger recently, and it is so easy to embed videos, pictures, and links into posts!
• Jing- Love this! It was SUPER easy to record my presentation using Jing. The only downside is the 5 minute limit :/,but I may be overlooking a feature to extend the time limit. I can see a lot of uses for this for teacher collaboration, such as reading or math coaches doing a quick "how-to" and sending it out to teachers.

2 Comments/Questions about Technology:

• Linoit- I used Linoit in my reading instruction several times since I was introduced to it. One time, the students and I watched a video that corresponded to our reading story. Students then posted a sticky note to answer a prompt I had given them. I really like the way it provides students with a "gallery walk", or chance to see everyone else's responses. It gives students an opportunity  to compare their thinking with someone else's.
• Google Drive/Extra Storage- I can completely see the benefit of file storage, such as Dropbox and Drive, however I am going to need more time to learn Google Drive. I can see its potential for collaboration, communication, and building a comprehensive and organized system to save documents, espcially large one that typically put you in "mailbox jail" and forbid you from sending out any messages.

1 Idea for Future Use:

• Edmodo/EdCanvas-  I like both of these so much I can't really choose between them! I think I would actually incorporate both as an administrator. One way I could use them is to create canvases of professional development tidbits, or videos that correspond to a book study the faculty is reading/studying. The faculty could then discuss the canvas on Edmodo as a way to become comfortable with both of these resources. My thought is that since teachers would have a hands on experience with both of the resources, they would start to brainstorm and implement the ideas into their own clasroom. Also, during cyber safety week, administrators could create a cybersafety canvas for teachers to use as a springboard of resources to share with students.

#29: A Look Back

       Every few years, my sister and I get down the family photos to review, laugh, reminisce, and laugh some more. It's good to take a look back and realize how much you've grown and changed, and how thankful you are that you don't look like you did in 7th grade anymore. Here are a few family photos I couldn't pass up sharing. :) Oh how far we've come......

The last picture is simply proof that my mom eventually stopped the torture of getting me a "mushroom" haircut, and my sister's hair recovered from years of damage from the hair dryer and curling iron. (Please scroll back up to the top picture one last time to truly appreciate the last comment.)

#28: A Time to Laugh, a Time to Cry, A Time to Cry because You Laughed So Hard

"Kid-Snippets"- For your viewing pleasure.  Thank you Haley.

•     Video #1- Math Class

Haley shared this video with me a couple of months ago, and I have to admit that this is how I feel some days teaching math.

Video #2- Weather Team

#27: Mobile Learning and Bring Your Own Device (BYOD)

      Since students and adults are continually linked to some kind of technological device, it seems logical that these devices, such as cell phones, iPads, and iPods, could be infused into instruction to enhance student engagement and produce successful learning outcomes. I'm interested in this topic because it seems like the most cost effective way to fulfill a one to one ratio with the student population.

    Below is information from an article in the April 2012 Tech & Learning magazine about the 10 Best Practices for BYOD.

1. Cover the whys.  What makes BOYD a good fit for your district?  You'll need to think through the options and outline the benefits.
2. Get buy-in.  You'll need a solid, written plan to get approval from your board and buy-in from parents and teachers.
3. Determine the devices.  Determine what you will allow on campus, including whether you'll only allow devices with wi-fi connectivity or also those with 3G connectivity.
4. Update all AUPs.  Set and share policies for what, when, and how students can use their own devices on campus and determine how you'll enforce them.
5. Plan your IT support protocols. Determine what IT will and won't do on personal devices, and what hours IT support will be available.
6. Educate teachers. Give them basic advice to support lessons across multiple platforms.
7. Address equality.  What will you do about students who don't have a device?  Make supplemental devices part of your plan.
8. Prepare your network. Get your wireless infrastructure ready for BYOD demands, determine how you will secure your primary network, force personally owned devices onto a separate LAN, and provide filtered access through that LAN.
9. Provide a platform. BYOD encourages anytime, anywhere, any device learning--so make sure you have a safe, mobile, collaborative platform compatible with any device that students and teachers can access for schoolwork, discussions, resources, assignments, and more.
10. Be prepared, but flexible. BYOD is a big change for many districts.  Prepare yourself by reading and listening to districts who have done it--but also be flexible and ready to adapt to unexpected surprises (good and bad).

Source: http://thinkfinity.org/message/45951#45951

    There are, however, barriers to implementing BYOD. One of which being the the "digital divide", or the idea that students from upper class families have a personal iPad, iPod, smart phone, or all of the above, and students from lower income families do not have access to such things to bring to school. Although this is true in some cases in my school, the majority of students above third grade have a connectable device that could be used during instruction. Another barrier is the infrastructure needed to connect the plethera of devices that are brought to school in a district of Madison County's size. Preparing and managing this type of connectivity requires many resources, including personnel and financial. Lastly, if teachers and administrators do not have a clear plan of how to incorporate many kinds of devices into instruction, the success of a BYOD program cannot be fulfilled. Many hours of professional development and collaboration must be spent to prepare for such a task. 

#26: New Test Tents

      In September, I embarked on a project I thought would only take three rolls of tape and one weekend. Several weeks ago in November, and seven rolls of tape later, I unveiled the new "test tents" to my students. Thankfully, they were excited to use them and appreciated the extra work space they provided. Thanks to their excitement, it made the project worthwhile. :)

Of course the test tents are accentuated with checkerboard duct tape to match my classroom theme. :) At least the girls appreciate it...hehe.

#25:  Digital Citizenship

     Children and adults alike are attached to technology through the day, every day. Just think about the number of times you texted or checked your facebook today. Also think about the verb I just used, texted. It has officially been adopted by dictionaries, making it obvious that technology has catapulted our society into a digital age. This being said, students and adults need to be informed about digital citizenship and the standards that exist in the digital, or online, world.

    One resource I found was a Live Binder library of compiled resources created for students of all ages and parents. Another resource that I use in my classroom to teach digital citizenship Brainpop. Although Brainpop requires a subscription to have full access to the videos, several of the digital security videos are free to the public. Here is one about specifically on digital citizenship. Since I am a visual learner, as if you can't tell from all the videos on my blog, I did a quick search of digital citizenship and came across this video that could be shown to faculty members prior to discussing digital citizenship instruction. I think teachers do a great job of teaching and compiling resources of what digital citizenship is, however, I think we need to pause and remember WHY we teach students to be responsible digital citizens as well. This video is a good reminder that we teach this content in order for students to be productive in the "digital society" in all of their future school and personal endeavors.

#24: The Role of Tablets (iPads) for Students with Special Needs

      Steve Jobs may not have planned, anticipated, or even dreamed of iPads revolutionizing education in the ways that they have, but education and life as we know it will never be the same. Particularly, students with special needs are using iPads to communicate and show learning. The acquisition of knowledge is the amazing and consistent find from the research being completed about iPads and special education. The iPad is an all inclusive assistive technology device that allows students to gain and retain knowledge fast that its predecessors.

    Below is a video showing iPads in action in the special needs classroom. It highlights my statement that iPads serve as a tool that allows all students, particularly students with special needs, to gain and retain knowledge. As with any technology, however, quality instruction from an effective teacher cannot be replaced by technology like iPads. The technology should enhance already exisiting good instruction.

#23: Tis the Season

   I love Christmas. I love it so much, in fact, that the day before Thanksgiving, I made..I mean, asked, my boyfriend to drag the Christmas tree up from the garage so I could put it up. I couldn't wait to smell (fake) pine, see burlap and mercury glass, and spread Christmas cheer throughout my house. Below are some snapshots of some of my favorite Christmas decorations...minus the pumpkins of course. :) That's just proof that outside it was still Thanksgiving, but inside was Santa-ready.

What is your favorite Christmas decoration you put up in your house?

#22: The Deppilf Classroom

    Ok..that was my attempt to be funny. If you didn't get it, well....keep looking.

    The flipped classroom is an education reform topic that intrigues me. So much, in fact, that I decided to write my research paper about it. As I collected my research, so much of the framework and reasoning behind this class model makes sense to me. The information I've posted below is a brief summary of the flipped classroom.

• Video #1: Aaron Sams and Jon Bergman are credited with the "flipped classroom". Below is a video explaining the driving forces behind their decision to "flip" and an example of the software program, Camtasia, that they used to create their vodcasts for students. 

• Video #2: This is a model of the flipped classroom. I REALLY like the way the information is presented, and I LOVE the clever use of the illustrations. 

• Flipped Classroom Infographic- from Knewton

   This is another visual model that provides a great, brief overview of flipped instruction. 

• The Flipped Classroom- This is the ppt I created about the flipped classroom from my research. It includes the basic framework, driving force, benefits, barriers, technology, and administrative roles associated with the classroom model. 

I hope after reading this, you start to "flip" out about flipped classrooms. Sorry...had to. 

#21: Student Choice: Puppy Birthday Paw-ty

     My puppy, Hattie, turned one couple of weekends ago, and in typically doggy fashion, we threw her a birthday paw-ty complete with doggy treats, party hats, balloons, and cake (for the adults, of course). She and her sister, Ella, had a blast and were very tired puppies by the end of the night. :)

The birthday girls! Hattie is the one on the right. :)

Hattie looks a little worn out from all the partying....

Yay for puppy paw-ties! I love an excuse to eat birthday cake!!

#20: What are the barriers of technology in education?
   As I researched this topic, I found a great article that discusses several relevant barriers to acquiring and integrating technology. The words written in red came from the article, however, the supplemental information is from me.

article link

1. Availability of and access to computers and the internet- This is a very, very common barrier that teachers get heartburn over. :) In  my classroom, I have two desktop computers we call "dinosaurs" because they seem ancient compared to the iPads, iPods, and even laptops we have in the school and in most classrooms. This is a very legitimate barrier, however, because if students do not have access to reliable, up to date computers, how are they expected to use technology? Furthermore, if we are supposed to be preparing them for the digital age of the future, I don't think part of this preparation includes making them wait 10 minutes to log on.

2. Lack of time- Another common complaint I hear frequently, and yes, teachers and administrators are equally pressed for time, however, technology skills and integration shouldn't be comprised due to lack of time. In fact, technology like our smart phones actually save us a tremendous amount of time. I think this "lack of time" is common among teachers when they are introduced to something that seems daunting to them, such as using a new software program, or integrating iPads into instruction. It could also be a legitimate complaint if this "lack of time" refers to the amount of time it takes to log on to a computer as I previously mentioned. Since teachers' time is precious, as is students', the professional development that is used to train the teachers on the technology that is intended to be implemented must be meaningful, relevant, and motivating.

3. IT Support- In order for technology to be implemented, teachers must feel that they have adequate help if something does not work correctly, which tends to happen as soon as first start the lesson.:) Institutional support, such as the school administration, and technical support need to have knowledge of the technology and/or software and have a list of people to contact in order to help teachers quickly.

#19: Does technology help or harm literacy?

    This is a loaded question, and from the research I've done, it depends on your view of "literacy" and which article you're reading. Dictionary.com defines litearcy as "the ability to read or write". With this simplistic definition, I would think it would be difficult to find hard evidence that technology is harming the ability to read or write for students. Walk in many classroom today, and the ability to read and write is being enhanced with iPad apps, computer software, and Web 2.0 tools. This enhancement is simply that, and technology hasn't and never will be able to replace the role of an effective teacher.
     I did some research to see what was out there on this topic, and came across several articles. One of which painted technology and literacy in a harmonious marriage. The article states "Today’s teens have grown up zooming among hyperlinks in cyberspace and conversing in an online world of Twitter and text messaging where acronyms, assorted shortcuts and creative punctuation have redefined everyday discourse. And while it may not carry the gravitas of Dostoevsky, it all adds up: Experts figure that kids today read and write even more than previous generations. And they do so in a broader and more complex environment—though not always in academic ways." (http://essentialeducator.org/?p=5854) I observe my students all day, every day, and I think students do read and write just as much as previous generations, however, the types of reading and compositions have drastically shifted. Furthermore, iPad apps and computer software open the doors for students to read and interact with the text in ways never imaginable years ago. For example, I had the students in my class last year complete a iPad project using an application called "My Story". The students had to choose five Greek/Latin words from the year and create a picture, sentence,and narration for the project. Therefore, they were using written language skills and reading. The students were much more engaged and dedicated to the project using the iPad than if I had them complete the assignment using paper and pencil. Furthermore, technology has revolutionized the ability for students with IEP's to read and write. Whether Steve Jobs intended for the iPad to revolutionize education, it has. Therefore, my personal opinion, and the opinions of teachers that infuse technology into their instruction regularly, is that technology isn't "harming" literacy, but moreso, changing the face of it. 
     It is easy to find research for both sides of this argument. The majority of the research I found that points to technology harming literacy regards texting. It is difficult to find hard evidence that students' composition skills are declining solely due to texting, or if early elementary teachers are hard-pressed for time to teach foundational writing skills, or both. Being a fifth grade teacher, I can honestly say that when they ended the writing assessment for our grade level, the amount of time we spend on explicit writing instruction did decline, and in its place came more math and reading comprehension. However, we noticed that students didn't have the foundational writing skills, such as paragraph structure, when they entered fifth grade making it difficult for  us to build upon. I think the argument that texting is the culprit for poor writing instruction has spread like wildfire because technology is an easy target. It has completely permeated our society, therefore, most people think it is to blame for our students' poor, or insufficient, writing skills. From my experience, students today, more than any other generation, need to be taught the difference between shorthand "text" writing, and formal writing compositions. A focus on explicit writing instruction that teaches the difference between formal and informal writing in earlier grades might equate to more adequate writing skills in secondary education and adulthood. Technology has changed reading and writing, and instruction in these two areas has to change with it. 

#18: Math App Makes a "Splash"

     I recently received the Tech & Learning magazine in the mail, thanks to my new subscription, and as I was flipping through it, I came across an article about a product review. Doesn't sound very interesting, does it? Except that I had downloaded the app to use in my math class, and the students loved it! I quickly read the article to find out what other people were saying about the app.
     The app, "Splash Math Grades 1-5",  offers a grade by grade curriculum, and teachers can differentiate instruction, or the usage, based on the varying the student levels. The lessons and activities for the app align to the CCSS, and teachers can pull a report for a student at any time. What I love about the app is that students create their own avatar for the app, and the next time students use the app, they can resume whatever activity or lesson they were completing. The students like the appearance of the app because it is very kid-friendly and has a visually appealing space theme. Although I haven't accessed all of the teacher components to the app, I can see how it could be very useful information.
     The article rates the app as "excellent", and goes on to say that it would be great for students with special needs also.


Below is a link to the Tech&Learning magazine article:
http://www.techlearning.com/products/0038/study-pad-splash-math/52999

#17 Student Choice: Student Assessment Portfolios

      One good practice that the administrators at MXR do is set aside time for all teachers to meet with their grade level and analyze data. During our data meetings, we discuss student data and make instructional decisions based on the data. It is very beneficial to look at the student results and analyze my instruction. The numbers provide black and white evidence of how students are progressing....or not progressing. Although the data is only one piece of the puzzle, it provides a good starting point for analyzing whether certain instructional strategies or materials are working.

    In keeping with the data-driven theme at MXR, two years ago I created a student data document in Word for my students to complete when they finish major benchmark tests such as DIBELS, STAR, and Scott Foresman unit tests. The students edit the data and get practice with entering data into cells on an excel-like document, and the results are automatically graphed for the students. Underneath each graph is a place for the students to write a goal for the next test. It serves as a great tool for short and long term planning, and students are given time and taught the skill of analyzing data to decide whether or not they are truly making progress. I've included some pictures of the document below. Feel free to share any data strategies you use with your kiddos!

The left side of the document is the graph that is created after students input the data on the excel-like spreadsheet on the right. As the students enter their data, we use words like cell, column, row, split screen, toolbar, etc. So, the students are introduced and become very familiar with those common computer terms.

    The picture above shows the goal sentence stems that I have my students fill out each time we update the graph. The graph above is for Scott Foresman, but there are two other graphs, one for DIBELS and the other for STAR, that the students complete.

    I really like the way the students are using their graphs and setting their goals. I think it is an important lesson for students to monitor their own progress and set benchmark goals for themselves throughout the year.

# 16: What do you do with old technology?

     Easy. Turn the hardware into chia pets.

Ok....maybe not your style, but this is a very legitimate question. Technology advances at dial-up, broadband, lightning speed, and it is inevitable that hardware is going to become outdated and useless in the classroom. Ehow suggests some ways to get rid of outdated personal technolgy, but schools need to be careful when "getting rid" of old technology.First, teachers need to try to find a creative use for the technology before exiling it from their room. For example, I found a couple of great uses for overhead projectors by looking on Pinterest. Some teachers are using them for handwriting centers, fluency practice, or as a math station. When the technology does need to leave the classroom or school, administrators need to contact their computer services department for proper procudures and protocol for getting old technology out of classrooms and schools.  At my school, before any device can be relocated, a fixed asset form must be filled out and signed by an administrator. Since we are a Title 1 school, all devices purchased with Title 1 funds HAVE to labeled and their located monitored. From an adminstrative standpoint, it does make me think of what an overwhelming task it is to monitor the movement of all the technology in the school, especially if the school is large. Glad I don't have to do that.....yet.

#15: Student Choice: Still Lovin' Linot

      A couple of weeks ago, I shared a Linoit board my students created. In the post, I promised to show you my second attempt at Linoit. The students are not done posting on it, but I wanted to go ahead and share it.

    The students watched a short you tube video about the Sugihara story. I was able to embed the video right onto the Linoit board for easy, quick access during class. The cool thing about the video is that it was a documentary about our reading story, Passage to Freedom. The coolest thing about watching the video was observing the students' faces and reactions when they saw the real people on the video. They frantically flipped in their reading book to find the illustrations of the people in the text. They were amazed that they were seeing the illustrated people from their book in real life!  So cool!

   After we watched and discussed the video, I explained the directions to the students and modeled a response. Then, as students rotated through their centers, they created their sticky note. What I love about Linoit is that students can read each other's responses. It reminds me of the gallery walks that we as teachers do after we have all commented about a prompt on chart paper at professional development workshops......except it's cooler. So far, the students have given interesting responses. I can't wait to see what everyone else says.

#14: Helpful Website in the Classroom: Class Dojo

     Over the summer, Haley gave us a sheet of cool web tools, and one of them was classdojo.com. This website is awesome! The first reason I love it is because it literally took a total of 10 minutes for me to get all four of my classes set up, including registering and entering all of my students' names. The creators of this website must have focused on user/teacher friendliness because I've rarely had this easy of an experience getting signed up and set up. Secondly, it allows me to EASILY monitor class participation, partner work and independent activities occurring while I'm in a small group, and transition times like switching classes and packing up. Students in all of my classes know I'm always watching and I can give or take away a point from anywhere in the room! I typically use my SMART Slate when I'm walking around the room or working with a group at my small group table. The Slate is a portable device that uses bluetooth to sync to my SMARTBoard. It allows me write, modify, open new documents, or in this case, monitor behavior in my class by simply moving the pen around on the blank "slate". Here is a picture of the SMART Slate.

 

    I've been using Classdojo for the past several weeks, and the students love it! (Primarily because they have the choice of assigning themselves funky avatars...then they all laugh at each other's icon...silly kids.) I use it first thing in the morning to take attendance with my homeroom and every other class. (Attendance screen pictured below.) The students love getting to use the SMARTBoard to click on their name, and it allows me, a very visual person, to quickly check and take attendance.

 



 

 

 

Then during class, I award or take away points from students. Another cool feature about classdojo is you can modify the positive/negative awards to create a custom library of choices. For example, our students have a behavior calendar that travels with them to all classes. On the calendar are certain codes we write, such as NFD (not following directions), or NP (not prepared). These are not standard options for the rewards on classdojo, but I can easily add new options so points are added for the appropriate reward/consequence that is on the students behavior calendar.

 



 

 

   Yet another helpful feature are the behavior reports you can print out to give to parents or keep on file. Reports are quickly generated and available for teachers to print as a hard copy, or email the report to the parents. All of the points, both positive and negative, are shown on the report. Besides the student behavior calendars, I'm thinking about printing the reports to use during parent teacher conferences to discuss class participation.

 

    Last, but not least....yes, "there is an app for that". Class dojo is also available as an app for your iPad or iPhone, which has come in handy when the wireless is down at school. I just whip out my phone (sorry computer services) and resume adding or taking away points without missing a beat. 

 

 

 

 

 

#13- Student Choice-  10 Teacher Facts That Will Make You Proud

  Ok, maybe we don't ALWAYS fee like a super teacher. Recently, after a few hard, busy weeks, I needed a teacher pick me up. This job can really drain you mentally and emotionally....and let's all be honest, financially, if you're not careful, and unfortunately, I had several nights of being drained. So, I started in search of validation for my efforts, late nights, and caffeine addiction. I came across this website with "10 Teacher Facts That Will Make You Proud".  The facts are the result of data compiled from 10,000 public school teachers that participated in a survey for Primary Sources, a joint publication effort between Scholastic and Bill and Melinda Gates. Take a look for yourself....go ahead, feel validated!

http://www.teachhub.com/teacher-facts

1. Teachers aren't passing the buck.

2. Teachers are working just as hard as everyone else. (No duh.)

3. Teachers said that tenure should not protect ineffective teachers.

4. Teachers aren't hanging around gossiping in the teacher's lounge. (What is a teacher's lounge? We only have a copy room....)

5. Teachers aren't opposed to standardized testing. Teachers just think there are better ways to assess student learning.

6. Teachers worry about basing so much on tests that students don't take all that seriously.

7. Teachers aren't afraid of evaluations.

8. Teacher's believe that our teaching skills will teach for themselves. (Boo-yah.)

9. Teachers see our students coming to us with more challenges than before. (AMEN.)

10. Teachers aren't in this profession for the money.

#12- How would you approach resistance by teachers to use technology in the classroom?

     First and foremost, I think administrators have to face reality that 100% buy-in does not take place immediately when presenting new technology to a faculty, especially when most faculties are comprised of a mixture of digital immigrants and digital natives. I think a lot of teacher resistance comes from how the technology and expectations for use are delivered, amount of professional development offered before the technology arrives, and the support given to teachers after the technology has started being used in the classroom.

   
     While researching this topic and possible strategies for combating resistance, I came across an excellent article in THE Journal entitled "Resistance is Futile", and I couldn't agree more.

Source: http://thejournal.com/Articles/2009/03/01/Resistance-is-Futile.aspx?Page=1

Key Ideas:

• "According to Education Market Research, spending on technology products for education is expected to increase 8 percent, to an estimated $8.1 billion for the 2010-2011 school year, from an estimated $7.5 billion for the 2008-2009 school year."
• Significance?-Technology isn't going away, so teacher resistance,therefore, is pointless. It is here to stay...and advance for that matter.
• With many teachers, the way a technology is introduced into the academic environment can mean the difference between adoption and abandonment. If teachers believe they are being forced into using it, they will resist, especially if you don't show them what value it will bring to their classroom.
• "It all starts with how you communicate with teachers," says Barbara Dunn, vice president of the Remediation and Training Institute in Alexandria, VA. "You can position technology as, 'This is what it does,' etc., and that's fine, but when you say, 'You must use it,' that's where the resistance comes. And when you impose a deadline, it becomes another compliance thing rather than a way to enhance learning."
• I second that! At my school two years ago, we received SMARTBoards, student response systems, slates, and Elmos all within 6 months of each other. Although we were excited, a gradual introduction in to the technology would have proven to be more effective.
• "It takes time to learn new tools and software, and with everything else teachers are asked to do, technology integration is often last on the list," she says. "Some teachers still feel teaching is a craft. The old method is the way they've done it for 20 years. Why change now?"
• Teaching is a craft, but the craft is changing to incorporate technology. Administrators need to be sure to tell teachers that technology is not replacing quality teacher, but rather, enhancing the delivery and assessment of it.
• Lake Washington now offers a stipend to teachers who take classes on using Promethean's interactive whiteboard, the Activboard, a tool they've had in their classrooms for two years but weren't using beyond its simple projection capabilities.
• Sign me up for more money!!
• Sound familiar in any classrooms at your school?!

Strategies to address resistance:

• One way not to scare teachers off is to allow them to learn a technology gradually.- THE Journal
• Strategic and ongoing, post-introduction professional development
• When all else fails, districts can offer their teachers incentives for learning and adopting the technology. - THE Journal
• The key, New York City's Azoulay-Lewin advises, is to let the excitement of the small cohort of early adopters spread.- THE Journal
• Introduce the new technology to a group of enthusiastic, trained teachers that have had the appropriate professional devleopment necessary to make the implementation successful. They later can become peer coaches/teacher leaders across grade levels and "crack" open the tough, resistant teachers to the new technology.
• Fire anyone who doesn't want to use the technology......Ok, this one is a lie. I just wanted to see if you were reading this entire post.

Final Thought:
     Teachers are like pistachios...Some are open to use new types of technology in their instruction, while others take a little more time and effort to crack open. And some, well, some never crack open no matter what strategy you use. :)

#11- Student Choice- Character Trait Wordles

   I've known about word clouds and Wordle for a couple of years now, but I never got around to using them in my classroom until this year. I know vision in hindsight is 20/20, but I don't know why I didn't try using them before. My students did a fantastic job, and were able to make beautiful wordles! We finished up Unit 1 of our reading series two weeks ago, so I took the students down to the computer lab to make a wordle about a character from Unit 1. One of our comprehension skills we focused on was character and how you can assign characters a trait based on their words, actions, how others treat them, etc. Before we went to the computer lab, I had students complete the graphic organize below by assigning the character 5 traits (They used a character trait keeper sheet from read, write, think.) and finding evidence in the text that supports the character trait assigned.

   Once the students completed the graphic organizer and after I modeled Wordle by making one the classroom, we went down to the computer lab for students to begin creating their own. I was a little hesitant to let the students use the advanced tab like we did in class, but my students caught right on and were Wordle pros! Below is an example of a Wordle created by Stephanie.

   I differentiated the assignment by having my two higher reading groups list seven character traits, and the below level group list five traits. I know what you're thinking...how are you going to grade it? For assignments like these, I typically type up a rubric and attach the rubric to the paper once I've graded it.

     Overall, it was a fun assignment for the students and me. The students have already asked me when we are going to create another one! My only complaint about the Wordle website is there is no search option in the gallery, so retrieving my student's Wordles when I needed to print them in color at home (yeah...teacher's use their own printers and ink...surprise of the century...) was time consuming. Next time, I will have the students copy and paste their wordle link to a wiki before leaving the computer lab so I don't have to sift through hundreds or Wordles. :)

#10- What principles should guide your approach for integrating technology into instruction?

     As a school administrator, one is responsible for the integration of available and/or new software and technology in the school.  This can be an overwhelming task since technology is ever advancing, and administrators don't always have 100% "buy-in" from the faculty. Therefore, it is important for administrators to strategically research what technologies are needed and wanted by the faculty in the school, collaborate with other instructional leaders in the school, including teachers, and outside resources (experts) that can provide professional development training BEFORE the technology is expected to be integrated, and putting thoughtful consideration into how and when assessment of the use of technology in instruction will be completed. Most importantly, I think principals need to be visible in the classrooms to evaluate the use of technology in order to assess the success of its implementation, gauge teacher's level of skill with the technology to plan further professional development, and assess students' active role and participation.
   
    As I was researching this question, I came across the site below on Maryland's teacher technology standards website. Although it applies to teachers, I think there are several key points that are applicable to school administrators also.

http://www.montgomeryschoolsmd.org/departments/technology/techstandards/standard5.shtm
source: Montgomery County Public Schools- Rockville, MD

Assess student's learning/instructional needs to identify the appropriate technology for instruction           -Compare and contrast technology to determine the most suitable type -Facilitate use of a wide array of technologies in the classroom Evaluate technology materials and media to determine their most appropriate instructional use   -Work with the school Media Specialist and/or other faculty resources to determine appropriate materials   -Explore proprietary online resources provided by the school or school system
Select and apply research-based practices for integrating technology into instruction   -Utilize research-based practices for improving instruction     -Access online resources and databases to support research activities Use appropriate instructional strategies for integrating technology into instruction   -Employ knowledge obtained from technology training courses -Collaborate with colleagues to understand effective methods of instruction Select and use appropriate technology to support content-specific student learning outcomes   -Establish bookmarks of appropriate web sites   -Enable students to explore appropriate content resources Develop an appropriate assessment for measuring student outcomes through the use of technology   -Create rubrics to evaluate student understanding   -Consider the use of online assessment tools Manage a technology-enhanced environment to maximize student learning   -Integrate technology and content with teaching and learning theories -Evaluate the effectiveness of technology use in the classroom setting

#9- Student Choice: Lovin' Linoit

     I recently used Linoit in my classroom to complete a question related to our reading story. Typically, I have students write a response on a sticky note, and he/she posts the sticky note on a graphic organizer or chart paper I've made. The chart stays up during the week so we can refer back to it, however my afternoons before discovering Linoit were spent taping sticky notes back up to the chart paper. (Yes, even the super sticky ones...and no, I didn't have the heart to throw them away.) So....now that Linoit has come into my life, I no longer spend my post-dismissal time in search of fallen sticky notes. This seems like the beginning of a beautiful friendship.....

Here is a picture of my students' responses to our reading question. The four colors represent the four reading group in my class. Since I am a very visual person, this just allowed me to quickly assess who had not answered the introductory question. The students came up to the SMARTBoard during one of their Daily 5 activites, and used the keyboard on the SMARTBoard to type their sticky note. All it took was a quick model for the students and they caught on immediately. Next time I used it, I want to post a video for the students to watch and respond to on sticky notes. Our story this upcoming week has a great video that interviews the actual characters from the passage. My plan is to watch the video together,then have the students compose one question they still have and a response from the video on a sticky note during small group rotations. I'll let you know how it goes. :)


How do people show kindess?

#8- How can technology affect the learning process?






As more technology infiltrates our classrooms and student's desks, it's crucial to evaluate the effects, both positive and negative, that it has on the learning process. I think most teachers would agree that the students that pass through the classroom doors are different from students of any other generation, primarily due to the digital age they have grown up in. While researching this question, I came across this interesting article that focuses on the effects technology has on the classroom and students.


http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html

The article highlights the following effects:
1. Change in student and teacher roles- Students take on an active role in the learning process, as opposed to a passive role in years past. Also, the teacher is no longer the "center of attention" and "dispenser" of information, but rather a facilitator. This is obvious by stepping into any 21st Century classroom. The teacher's desk is not front and center. In fact, many teachers have since departed with their bulky desks, and traded it for a slim, sleek setup that allows use of their Elmo and laptop computer. Furthermore, the new "digital age" desk is not front and center in the classroom. It tends to be set up further back in the classroom, which allows students to sit in the front of the room.
2. Increased motivation and self-esteem- Technology serves a motivator for students to focus and increase interest in a learning topic, and it also motivates students in specific subject areas such as written or compuational skills. Students become motivated by project-based learning projects that incorporate technology, and allow teachers to take on a backseat role of facilitating students.
3. Technical Skills- The more students work with software to complete classroom projects or lesson assignments, the more comfortable they become with basic and advanced technical skills. Although the current software will be outdated when they enter the workforce, the foundational skills will have been established, allowing students to build upon their exisiting skills.
4. Accomplishment of more complex tasks- Technology can provide support for students to use more higher order thinking skills, and therefore, complete more complex tasks and projects.
5. More collaboration with peers- Students take on peer tutor roles, and technology sparks discussion and peer analysis. The article didn't mention this because it is was written long before Skype and other video communication opportunities, but communication also increases among students and teachers across the world through these different software programs.
6. Increased use of outside resources- This article was interesting because it referenced telecommunication, email, and downloadeing graphics. All of these were considered "outside resources" years ago, however, students now have the world at the finger tips, so using outside resources to find needed information is just a click away.
7. Improved design skills/attention to audience- It is no secret that students complete better quality work when they know they have an authentic audience. Technology allows a plethera of opportunities for students to write for a real audience. This can be as simple as posting on a blog, or posting authentic writing samples, project videos,or other technology projects online for real audiences to read. Instead of students only seeing their work on the wall inside or outside of the classroom, students can show their work to the public; therefore, making the assignment and learning topic more genuine.

As with many discussions or writing pieces I complete about technology, I think it is always important to remember that with all of the positive effects technology is having on students, the learning process, and student achievement, it's crucial to remember that technology enhances quality instruction delivered by quality educators. Students learned 50 years ago without the technological capabilities we have today, but students today have the unique opportunity to have their education enhanced; however, technology, apps, and iPads do not comprise the curriculum.

#7: Student Choice- Teachers Are People

Teachers Are People

     I came across this funny Disney video from 1952 entitled "Teachers are People". Although it is from 1952, there are several relevant scenes and themes still found in today's schools. I think we have all had a "George" or two in our class. One of my favorite parts of the video is the last scene that shows Goofy sitting at his desk with piles of paperwork around him. That seems all too familiar these days....RtI, IEPs, lesson plans, grades, newsletters, PLPs, etc....

    Considering this class is about technology, I find it necessary to comment on Goofy's "best practices with technology"..(or lack there of)..and the direct correlation to his students' active engagement and participation. Since this video was made in 1952, Goofy could only utilize his classroom map and give a "lecture" type of instruction to "engage" his students. I wonder what effect a SMARTBoard in Goofy's class would've had on the level of student engagement....

Watch and enjoy. :)

See anything you can relate to? What was your favorite part of the video?

#6 Sustaining Technology Innovation in Schools

     Since my blog is entited "Instructional Readership", it only seems appropriate that I reference the article I read to write this post: Sustaining Technology Innovation in the Classroom: What does it take?,  Haley also referenced this paper in her blog post, but I promise I didn't know she did until after I already read the article. :) According to the research compiled from 57 schools that reportedly "implemented a sustainable innovation, the author, Ronald D. Owston, suggests several areas where schools should focus their attention and resources in order to produce a sustainable classroom technology iniative. Dr. Owston suggests that there are two sets of conditions that form a foundation for sustainble technology iniatives. Those two sets include essential and contributing factors, both of which are necessary for technology iniatives to stay around in schools.
     Dr. Owston included this model in his findings that summarize the essential and contributing factors needed in schools. The "E" represents essential factors that are "necessary, but not sufficient" to sustain innovations, and the "C" represents the factors that "facilitate the sustainability" in schools.

     The essential factors include teacher professional development that is focused on the school's short and long term technology goals, which in theory, should target the essential skills needed to use the new technology iniative efficiently and effectively. Another is teacher support, which includes having teachers "buy in" to whatever technology iniative is being implemented. Without teacher buy in, the iniative will not be sustained. In an ideal situation, teachers give their input about what type of technology/software iniatives they need or want supported in their school prior to implementing the iniative, so buy in isn't a problem; however, that is not always the case. It is essential, however, because teachers are on the "front line", so to speak, and without their buy in, the technology will sit unused and dusty in their classroom. Equally important, in my opinion, is administrative support. Administrators must have a plan of how the technology will be monitored, and clearly set expectations that the technology will be used. Notice I said that it will be used, not how it will be used. Speaking from experience, I am much more likely to "buy in" to technology iniatives if it is presented in a way that reinforces my professional judgement and allows me to customize how I use the technology to best fit my class and my student's needs. Futhermore, school leaders have a responsibility to "buy in" to the initative as well, seeing that their support is just as important as teacher's support for the initiative because they are managing and monitoring the technology tools and usage.Lastly, students must be active participants in the initiative in order for it to be successful. Without students seeing the importance and/or relevance in their education, the iniative will come to a grinding halt, even with staff and administrative support. Students should be the central focus of technology iniatives, and their support for the technology is crucial.

      The contributing factors, which seem like the glue that holds an initiative together, are plans and policies that incorporate the initiative in both short and long term school goals, support, both internal and external, funding, and "cheerleaders" or champions for the initiative. When I typed funding as a contributing factor, not an essential factor, it didn't make sense to me at first...then I realized that schools have been doing a lot of innovative projects and initiatives without money for a while. :) However, this factor is very important for the success of any technology project, but recently, the money has had to come externally. From my own experience, I can tell you that having a "cheerleader" or initiative champion can be an integral part of the success of the program. In our school, we have started initiatives and have been able to sustain them because of one or several people that commit to the initiative 100% and create a spark within the faculty to implement the initiative. These champions also have continued to fuel the spark into a flame by continuing to reserach and reach out to other schools following a similar model to provide more innovative and effecive teaching tools for teachers.

    Dr. Owston does state that his list of factors is not "exhaustive" and could include others. I think the list for contributing factors should include a "school-wide technology goals" section. I think it is important to choose to implment initiatives that conincide with the vision the school or principal has for the next 5 or 10 years.

   Thanks for reading. Feel free to add your comments below. :)

#5 Student Choice- My Classroom

Ward Speedway

I recently had the realization that I have never taken pictures of my classroom even though I've taught 4 years! As with every year of teaching, my classroom has evolved just like my instruction. Since I spend a lot of time there, I try to make it warm and inviting for my students and me :)

     My classroom theme is racing, not because I'm a race fan, not even a closet one, but because the theme of teamwork can be easily thread throughout all the decorations and displays. Plus, I like the colors black, red, and white. Deanna will even tell you that every powerpoint/keynote presentation I make is black, red, and white. I guess it has become a part of me.

The picture above is a snapshot of four different areas in my classroom. The top left (Quadrant II for all you math teachers ;) is the wall outside my classroom. I think it's important to have an area where students can display their work, and also view other classmates' work. The top right is a reading/partner work area in my classroom. This year, I wanted to create nooks for students to work independently or with a partner. The more professional development I do, the more I realize the students in my class need a change of scenery just like I do during 8 hour workshops. The bottom left is the classroom library. Students can read/work there when they are finished with their work, or during Read to Self, Read to Someone, or Work on Writing stations. Lastly, the bottom right shows my classroom curtains, checkerboard of course, and a "Platinum Math Club" display that shows the names of students in all three math periods that have passed specific fact tests. There are five tests students must pass to become a Platinum Math member in my class.

 This is the sign outside of my classroom door. When I made it, I wanted parents/students to know where my classroom was because at the time, I was the only fifth grade teacher on the fourth grade hall.  The top right picture is a partial view of the partner work area and the computers where the students can work on various activities or silent read. The morning work board is where I post assignments that need to be completed before 1st period, and I also post activities that will be completed during each station rotation. The math meeting board is where I've posted

This is the area outside my classroom door. The bookshelf is for students to have a book to read while they wait in the hallway before class starts at 7:30. In the new wing of the school where my classroom is located, the students have the luxury of a locker. They absolutely love the storage...and so do I! The bottom picture is of all my math manipulatives and other materials for reading.

One picture I want to highlight is the bottom right. This year, the class has learned about being a "bucket filler". We discussed it during the first week of school, and students write notes to "fill someone's bucket" during the week. On Fridays, I let the students check their buckets.

This past week I put up these racecar bags on the lockers for students to put their library books inside. They work as book boxes, and students have quick access to them when they need them. For example, when we go to library, students grab their book bags and library cards and can quickly head out the door. The students can also grab their book bags when they read somewhere in the room. Of course, they are adorned with checkered flags to coordinate with the theme...thanks Oriental Trading :)