Week #6: Five Minute Film Festival

I recently watched Ramsey Musallam's video from the Five Minute Film Festival, and I love the three rules he used to "spark" learning. It made me think of a question my student teacher asked me recently..."How do you go about designing a lesson?" It was a great question and made me think about my own practices. The three rules that Musallam mentions are great starters for developing a lesson that requires students to be active participants in their own relative, engaging, and long-lasting learning.

Musallam's Three Rules:
1. Curiosity comes first- I taught 5th grade before becoming a math/tech coach, and one thing I always wondered was why students didn't have the same curiosity they once had in kindergarten. After teaching and observing over the past several years, I've realized that we as teachers talk too much. We don't let our students question concepts to develop a relationship with the content that creates meaning and relevance in their lives. As a result, students sit quietly and wait for information to be given to them.
2. Embrace the mess- Teaching is messy. Literally and figuratively. There is no one size fits all instructional method, nor is there time for teaching to become complacent in their teaching abilities. We must embrace trying new methods and use our mistakes as an avenue to clarify and refine our practice.
3. Practice reflection- Effective instruction requires revision to our teaching process and our view of education. We need to teach with the mindset that what we do might "save lives".

Week #6:  Connect to a Power Source




A simple, but powerful powerful command to educators today. I do connect...every day..but am I connecting my device to receive power to it or connecting to others with my device to empower myself and other teachers? We connect devices all day, but do we truly connect ourselves into conversations and professional relationships with others in an effort to flatten the brick and mortar confines of our schools and digitally enter into schools around the world that have accepted a new "normal" for instruction and professional development. I don't. Not enough anyway. For example, I have  Twitter account, but I don't use it to grow my PLN. Will I now that I've read more about it? Yes. I think the glass ceiling that I've hit with my professional growth is fear. Fear that I might make a mistake. Fear that my school might not accept my vision. Fear that I might not have what it takes to lead my school into a connected and more digitally proficient environment for our students. The more I read, however, some of the most connected educators had the same fears, but they started small and  continued to step forward toward change. However small the steps were, they were still focused on moving forward and not backward. Eventually, those steps became larger and more steady as they developed their own "voice" and received affirmation that their ideas were legitimate and were valid with education today. So, what do I take away from all my readings about being connected? I have to do it. I've been charged to lead my school in the a more connected direction for the sake of our students, and I can't continue to let my own selfish fears keep me from charging ahead and forming a more robust PLN that catapults my learning and school into change. Real change.

PLU 168: Week 4: Digital Reputation and Tech-Leading

      There you are...Scrolling through your twitter, facebook, or instagram feed. As you scroll, you categorize the people you follow into different categories: the encouragers, the depressers, the braggers, the inspirers, the travelers, etc. So, what kind of online behaviors do you exhibit? What content do you post about?
      This article prompted me to really think about my own digital reputation, and how I encourage a positive digital relationship with my 3-5 students.  The article gives great tips, especially for secondary education, on how to change students' mindsets about what they post to create purposeful, positive posts, pictures, tweets, or videos. The same ideas can be tweaked for elementary students and still accomplish the same mindset shift toward posting content that is purposeful and powerful.
     It's easy to look at these ideas and plan to implement them (if you're a teacher) or encourage teachers to implement them (if you're an administrator or coach), but what else needs to accompany the ideas to make sure they are successful?

• Teacher Knowledge- Teachers must be savvy enough with social media/digital tools in order to present, model, or facilitate lessons that utilize them.
• Rubric- used to assess the digital project and communicate your project expectations to the students. 
• Rubric resources: 
• Rubistar- create customized and free rubrics
• Teach-nology- library of pre-formatted rubrics for content areas
• Roobrix- great tool for scoring rubrics accurately

Access to Technology- student devices (Bring Your Own Device) or school provided devices

Collaboration- Administrators must encourage classroom climates that embrace and encourage collaboration and rich discussion. It would also help if the school had already branded itself using social media tools like Facebook, Twitter, etc. 

 

What stands out about tech-leading educators, building administrators, or superintendents? An iPad air, eye-catching iPad cover and coordinating stylus, and an iPhone 6+? Actually, what truly separates tech-leaders from the rest of the pack is not what they possess, but how to propel themselves and followers toward innovating thinking, digital perseverance, and meaningful learning for students.  Karen Cator describes key attributes of successful tech-leading superintendents in this article from The Journal. 

•  Life-long learning- BE CURIOUS and share your curiosity with other superintendents, employees, and school board members. Stay connected through social media to broaden your thinking of what IS possible and keep your ideas from becoming dated. 
• Visionary-Think about what is possible and share it clearly so everyone knows what the target is. 
• Goal-Oriented- An overall vision is needed to create a target. How the target will be reached comes from setting short and long-term goals for an organization. Know where your schools/district currently is so you can determine how to reach your target.
• Collaborative- Don't sit on an island and wait for ideas to float ashore. Problem solve, build a raft, and set out to find solutions! Make intentional contact with people or businesses that can support the schools'/district's efforts. Model this collaboration to other stakeholders to create an environment where walls or traditional hierarchy systems don't prohibit solutions to be found.
• Innovative- Try new things, and don't stop when it does or doesn't work! Highlight teachers that are implementing new, creative ideas in their rooms, and support them! Function under the understanding that not every idea will work, but taking risks and learning from them creates a community where success isn't measured by the individual trials, but the overall advancement of the district. 

Final thought...Using the information above, how leading questions would a tech-leading superintendent have if given the scenario below?

PLU 168 Week 2: edWeb Webinars

Digital Leadership: Eric Sheninger

My Thoughts/Reactions
Educational shifts cause changes in our educational lingo. Two trending buzz words are digital citizenship for our students and digital leadership for school administrators. Both have multifaceted definitions, but both are required to propel schools into a true digital learning environment for students. Sheninger presented several pieces of information that I wanted to share with my school administration and with teachers that I provide PD for.

1. Infographic with paint-  Instruction in the 21st Century doesn't fit into nice, segmented subjects anymore. Instead, it required integration of many different skills, concepts, or subjects to create a more "colorful" or real-world approach to learning. Jobs are not segmented, and employees are expected to function every day thinking flexibly. Learning in the 21st century classroom also requires flexible thinking to create learning products that integrate multiple subject areas. Our brain is a complex web/network of thoughts and ideas...not a filing cabinet with neat organized folders.

2. As we integrate more technology, it's important to remember that the technology isn't solely responsible for changing instruction and learning, but rather the teachers and school leaders that devote countless hours to plan, take risks, and provide a clear focus for what learning is going to look like at their school are the driving force behind enhancing instruction and achievement. For example, providing access to a worksheet through Edmodo is still requiring a student to complete a worksheet. Completing the sheet online doesn't necessarily increase student achievement. As teachers and leaders start to focus on student work products and how it shows authentic learning, a mutualistic relationship between technology integration and teacher-based instruction begins.

3. Using rubrics- What a great way to assess learning! Yes, they require some work on the front end, but what I love about them is by creating them, the teacher has to think about the product he/she wants from the students, and the students are clearly informed about what is expected of them. I've created several rubrics for technology projects this year, and one thing I always include is a category on digital citizenship. It's important to reiterate to students its importance with every technology centered project and in every day use of technology/software in the classroom or in their personal life.

4. Digital Resilience- "the refusal to quit when confronted by blocked websites, antiquated tools,  and technology decisions that aren't aligned with  a new vision for teaching and learning." What I liked about this definition is it's relevance to every day teaching. Regularly integrating technology into classrooms presents challenges every day, especially when you've stayed up late making sure everything was organized only for the wi-fi to be down the next day. :) In my opinion, if we ask students to be persistent with their learning, we in return need to show this same resilience and persistence when faced with technological challenges or decision-making.

Branding Your School: Tony Sininas and Joe Sanfelippo

My Thoughts/Reactions
1. Communication Shift- Schools can't wait for good news to travel among parents or the community. Instead, we have to use the resources available to us to show what learning is taking place every day. I liked the example the presenters gave about what a student says he/she did at school: "nothing". If teachers or schools upload different learning experiences or announcements to twitter or facebook, the entire school community is quickly informed for free! No more paper newsletters to get lost in backpacks or decorate classroom floors!

2. Elevator story- I liked the analogy of how much time you have in an elevator and using that time to inform someone of your school. It made me think about what I would say if I was given 15 seconds. (Madison Cross Roads Elementary is a school that believes in developing the whole child to be a lifelong learner. We prepare our kids by infusing technology into every day classroom routines and develop higher level thinking skills through authentic learning experiences and rich classroom discussions.) It prompted me to think whether every teacher at MXR would have the same elevator story about us, and if not, how can we make sure that we all have the same focus/vision?

3. "Flatten the Walls"- Schools today cannot be closed units shut off from the outside community. In fact, our school serves like community center by hosting youth basketball/football leagues, girl/boy scouts, and collaborating with a HEALS clinic next door. Parents are already in our building, but we need to do a better job of making sure the whole community knows about what we're doing. Parents are important stakeholders, but so are local businesses and potential new students. I liked this vision of flattening our walls so learning can be more visible.

Welcome Back

PLU 168: Week 1-   1, 2, 3.....Look, it's me!

It's that time again.......time to blog about what I'm learning in my newest technology class. Stay tuned!

#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.