Tag Archives: Educational Technology

Imagine K-12 Educator Day

It has become a lovely fall tradition to attend the product kick-off for the most recent round of Imagine K-12 start up companies. I always love this afternoon of events. It is exciting to see the newest in educational innovations, some of which have not even been fully constructed yet. It is also refreshing to see so many educators, from a wide range of backgrounds and settings, rubbing elbows with the product designers and inventors (often the same people).

I also love to sit down and write this blog post. It is a point of pride for me that I am able to provide feedback to the aspiring edtechers on my first impressions of their products, how I plan to integrate them into teaching and learning situations, what potential I see for truly changing education for the better, and sometimes what I feel would make this product more useful to me, the teachers I work with and the students we serve.

First up was EDpuzzle, a group from Barcelona. I had the pleasure of seeing EDpuzzle in more embryonic stages and providing the founder with some comments on feedback, as well as ideas for refining and improving. We had a great discussion about the Flipped Classroom model, about Blended Learning, and about how technology can support learning. It was clear to me from his passionate stories about his students that he truly loved being in the classroom. EDpuzzle is designed so that teachers everywhere can take advantage of the plethora of video tutorials that exist, and make that they can make sure that the video is still perfect for what they are teaching. Many teachers would like to assign a video tutorial for homework, so that students can preview material or get extra help, but finding the exact right video can be tough, and making the video can be time consuming. EDpuzzle allows users to edit existing videos, crop what is not needed, record over the original sound so that movies can be dubbed into any language or students can simply hear the familiarity of their teacher’s voice, and teachers can insert questions along the way. I see great potential in EDpuzzle. For our teachers who are using a blended learning approach I see them being able to easily provide differentiation by inserting different questions into the videos. Additionally, those teachers using mrbarrette.com (for more on this tool read my previous post) to organize their courses online can upload these videos and students can access these whenever they need to and work at their own pace. And lastly, for the past few years students have been using Upside Down Academy to showcase their own video tutorials, a rich project that has connected students learning in mathematics across the years as the new 9th graders get to watch the now 10th and 11th graders videos. I think that using EDpuzzle as one step in the editing process will allows students to really reflect on what helps them learn, and how to recreate this for others.

One of the other groups that caught my attention was netclick. This product presents a very simple concept that I think enhances the educational experience. Now even though I know that using powerpoint slides and the stand-and-deliver method of teaching, there are times when this is most effective and appropriate. Not only that, but our students must learn how to given succinct and powerful presentations, and modeling what this looks like is a part of that process. So, what netclick does is enhance the educational potential of this instructional practice. This is achieved by allowing your audience members to log in from their own web-enabled device and follow along with your slides. Firstly, just this feature is great for any students with visual impairments or attention challenges. And it doesn’t stop there!!! Netclick has developed a system wherein the audience can click on the slides, netclick then aggregates the responses and then reveals a ‘heat map’ of what the group is thinking. For example, we were shown a slide of a cell (at least, I think it was a cell) and we were asked to identify the mitochondria. Once the aggregate of everyone else’s clicks showed up, I actually learned where the mitochondria is! And it doesn’t stop there, because any biology teacher would want to know that I had no clue, right? Well netclick can do this for you too. The back end provides a simple spreadsheet of how your participants responded, if students log in then this is attached to their information, and with a quick scan the teacher can see who the outliers are. Netclick has a fine product, I get the feeling they have been at this start up stage for longer than some of the other teams, so this is not a free product.

Another interesting idea was Class Central. This site proposes to aggregate MOOCs from a variety of sources, including the big providers such as Udacity and Coursera, so that users can find and attend a variety of courses. This seems like a very useful tool and I look forward to its completion.

From down under geddit brought us a unique take on the ‘check-for-understanding.’ Rather than always having kids answer a pretty low level question about the content, really the only type of question that a teacher can ask that can be answered quickly, geddit suggests having the students rate their confidence on the subject matter. While this, of course, got many scoffs from the back of the room about the absurdity of leaving it up to students, the presenter was not naïve about this reticence on the part of adults and he simply stated that kids get better with practice. I like this idea. Of course this would not be the only source of data in the room. The teacher would have to use other ways of checking whether kids are moving along or stuck on a concept. But I really like the idea of involving the students in being metacognitive about their own learning, and instilling the practice of reflection and honest self-assessment. This routine can only lead to more thoughtful learners, learners who think about how they learn and whether they are learning at this moment in time.

Here are my quick mentions:

I also love the idea of Kodable, an app for kids that introduces them to the fundamentals of computer programming. I would like to download it for myself!! As well as our schools ipads, of course, and see if students are interested in learning more.

Classroom IQ was interesting. They tackled the problem of grading, specifically, written answers. This is a challenge for teachers, and will only become more intensive as we move towards Common Core and teachers must prepare students for these types of non-multiple choice questions. However, the solution was a little lack luster. The idea is that teachers scan all of the paper results and upload them to the IQ system. Then the teacher can select the part of the page where the answer is, and the IQ system will replicate this selection across all scanned pages. This produces a number of small screenshot looking boxes where the answers are, and teachers can click and grade. Supposedly it saves time, and I am sure once all the stuff is scanned and uploaded and selected, it would be faster than flipping through paper, but all the scanning and selecting takes time too, not to mention dealing with all the other people who need to use the school’s scanner. What would be great is if they had developed a system that could use handwriting recognition to read and grade the selected answers. That would truly be a time saver!

Finally, Front Row presented a math app the focused on providing differentiated math practice, using Common Core standards. This is built for 1st-5th graders, I believe, so there wont readily be wide spread use in my teaching context. However, there are some students who are really struggling with math and this may be the perfect thing. Additionally, I am very curious to learn what common core math means to them. This is such a nebulous new thing that each new product or assessment, for better or worse, will end up defining what we mean by common core in some way.

In summary, I want to thank Imagine K-12 for bringing us all together, for the tasty snacks and adult beverages. It is not very often that teachers get to feel like experts with other adults, as so much of their days are spent with the students. This is a great way to honor the teacher’s know-how, to build collaborative relationships between the designers and the classroom, and to insist that the newest Edtech products are as relevant as they claim to be. Thank you!

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Kick off for 2012-2013 school year

The new school year is officially underway and, despite a delayed start, the Blended Learning programs and my coaching schedule is up and running. I spent the first two weeks of school helping our tech department get our Chromebook carts ready and in classrooms. Due to an overwhelming number of orders (note to self, order Chromebooks in February if possible) our order arrived on the first day of school. To make matters even more complicated they all arrived at our Support Office in Oakland in giant piles.

photo taken with photosynth

So I sifted through them all and organized them into piles for each site, arranged for their transportation, unpacked boxes, charged them, turned them on, enrolled them into our domain, tagged them, inventoried them, carted them etc… All this set up is nothing in comparison to that of a macbook cart, for example, but it is still a significant number of days work.

Envision School is embarking on two new ventures this year. We are expanding the use of Chromebooks in Algebra I classes to all four sites.

Metropolitan Arts and Technology High School – known as Metro, in San Francisco

City Arts and Technology High School – known as CAT, in San Francisco

Impact Academy – known as IA, in Hayward

Envision Academy – known as EA, in Oakland

We are using a Flexlab model at two of our schools (Metro and CAT) for language classes, credit recovery, and extension classes. We are also continuing to work with our highest need students individually to provide blended learning opportunities through integrating technology with the general education curriculum. My role as Blended Learning Coach is to support the teachers in implementing these programs, continue to monitor the effectiveness of the each program and, of course, write about it.

Our efforts are unified in that we are focused on individualized and differentiated pathways to success within the structure of A-G requirements and standards aligned courses. We strongly believe that all students will experiences success when given appropriate opportunities and tools. An important part of this equation is using technology as both a tool and thus an opportunity to access individualized and differentiated learning experiences. I look forward to sharing these experiences with you over the coming school year as I write about what is working and what is difficult. I always welcome suggestions, comments and feedback as I learn from active engagement with my audience.

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Project update

A few days ago I had the pleasure of going to Impact Academy and spending the day with the 9th grade team, students and teachers alike. The project is well under way. The students had spent time reviewing and critiquing other online instructional tutorials, whether on Khan Academy, on UpsideDownAcademy or other web-based lessons. They used cleverly designed graphic organizers to detail their thoughts and keep track of this learning. On the day of my visit they were in the middle of finishing up their scripts and filming their first lessons. These lessons were created in pairs, they also got to choose which Algebra concept they wanted to focus on. Naturally, the outcomes were varied. Students chose very different concepts and different approaches.

In my discussions with students they all seemed interested in the project but not entirely enthusiastic. They were apprehensive about what was being perceived as a lot of work. They did express excitement about uploading their video tutorials and the idea that people all over the world could see them and comment on them.

I captured a small bit of footage that demonstrates a taste of the productive flavor. Students are collaborating, discussing strategies, being creative, and iterating as they go.

In the next few days the fruits of their labor will be uploaded to upsidedownacademy.org, and I hope that you will view them and provide the students with feedback. This will help them immensely as they delve in to their final project of the year, video tutorials about functions.

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Upside Down Academy takes a trip to Hayward

I am in Hayward today sitting in the 9th grade academic numeracy class. Today is the roll-out for their end of the year project, which is going to take place in both this class and Algebra I. Both teachers have worked together to figure out how to balance the conceptual and the applied parts of the project, so that the students remain engaged and focused, and are able to reach a high level of rigor. To kick it off today the teacher had the students think about a memorable moment in learning that had occurred.

One student remembered “this thing called Project X. My teacher had some students sit in the corner and do pointless work, and other students got to do some meaningful work, and then others got to chill. It was like this for a whole week. Students got so upset, and rebelled, that it even became a problem outside of class. This really made me think” Yet another student reflected on how “our science teacher always sings and makes songs about what we are learning. She has so much energy”

Then some 10th graders came were invited in to talk about some science lessons that they had just taught. This group of students talked about what strategies worked well, which lessons were memorable, and what they would do differently next time. The 9th graders listened attentively and asked questions.

So what is in store for this lucky group of 9th graders? For the next week they will learn about teaching strategies, take learning styles inventories and discover their learning styles, they will watch and analyze video tutorials on Khan Academy, BrainGenie, and UpsideDown Academy. Yes, stay tuned for cross school commenting as the students at Impact Academy will be watching and providing feedback to the lessons created at Envision Academy.

Then the students will delve into flipping the teaching and learning cycle as they become teachers. This is Upside Down Exhibition II – Spartan Style (the Spartan is Impact Academy’s mascot)

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Tools of the day

In the spirit of open source collaborative design-based experimentation in the service of learning, I want to share the tools I encountered today.

I watched a Webinar about differentiation that discussed how technology can support the need for more individualized approaches, and more specifically what. The presentation was given by two teachers so the suggestions that they make are really practical and you know that they will work.

Some ideas that I have been tossing around recently are using Voicethread for students to create digital stories. This could work well as an alternative assignment in any class. I have most often seen this used with Language Arts, but I also think it can be very powerful in Science and Math.

Googlelittrips has kmz files that can be overlaid into google earth and show the highlights of major works of literature. This seems like a great activity to support the reading of one of the books. Could also be applicable to historical analysis.

Educreations is great for making videos of your lesson, or encouraging students to create videos of their own. This can be used in any classroom and even outside.

animaps is a great way to create interactive informative maps. I love this idea. I have not had a chance to use this much yet and would love to hear how others have used this.

Google search stories is also a fun way for students to engage in a short project that captures the essence of any lesson, story, process. Could be a great way to teach the story arch and have students apply this knowledge.

I also recently found this interactive whiteboard site that is free to use. Although I have yet to really test it.

In the interest of sharing, I would love to hear from others who have used these resources. Also, if there are other tools that people have come across that are useful and you have had success with please feel free to share these as well.

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