Here's my example of a Google Slideshow that could be used as part of a classroom environment. In my case, this is to be used to teach teachers about the usefulness and application of YouTube in the classroom. The teachers, in this case, are my students.
Monday, February 16, 2015
Monday, February 9, 2015
EDTECH 541 - Biology Instructional Software Assignment Reflection
The use of instructional software in the classroom can be advantageous to both students and teachers in a number of ways. As outlined in this Biology Instructional Software Relative Advantage presentation, students have many opportunities to build content knowledge and skills. Teachers can reallocate time to work with remediation or alternatively, with students ready to reach higher levels of learning.
Below are three specific opportunities where instructional software supports both the students and the teacher.
Blended learning opportunities
A blended learning environment allows for the combination of guided instruction, self-paced online work, and time to collaborate in small groups to work on projects. Ideally, the online work provides content to the student and data to the teacher. This data identifies the areas that need further clarification and support during the guided instruction time. Students can then use both online and traditional resources to build content knowledge and structure for their group project.
The integration of instructional technologies in a blended environment allows for a richer educational experience in that it provides an opportunity for students to develop skills required for college and career readiness. Students learn to manage time, self-regulate, understand the value of practice, develop mastery, and strengthen their collaboration and communication skills.
Reinforces instruction
Online tutorials, drills and other resources provide multiple functions, one of which is the opportunity for students to review specific instruction on their own time. And they can review it as many times they need to in order to feel confident in their understanding of the content. This type of online support benefits students too afraid to ask questions or approach their teacher, as then have resources get information and additional instruction.
The teacher benefits as it allows them to concentrate on more significant remedial help, and alternatively, higher levels of instruction.
In addition to the having the supported provided by instructional software, such resources also allow students to develop meta-cognitive skills. Because tutorials and drills are self-paced, students learn to better manage their own learning, understanding what it is they need to work on, allowing time to do so, and repeating the process as they determine necessary.
Alternative to traditional systems
Often a classroom will include students who are challenged with traditional classroom instruction. This may be a result of learning issues, past experiences, physical or emotional impairments, or other reasons. These students are drawn to instructional technologies as it provides a new and different opportunity to demonstrate success. Simulations may be one example, as a simulation will allow a student to literally view an item that might otherwise be unavailable to him or her, both physically and/or imaginatively. An example in biology would be the understanding of a cell. A simulated cell allows a student that opportunity to see it in three dimensionally, not just imagine what it looks like. Having these kinds of models help teachers meet the needs of students with multiple learning styles.
Students challenged with traditional methods appreciate the use of instructional software as it gives them an alternative to develop content knowledge. They have an alternative to asking questions in class, or another visit with the teacher. They do have to develop self-regulation and self-motivation skills, and manage their time well.
Here are some good resources to use when searching for effective Instructional Software resources (apps and web based). This software can be used in a wide variety of settings, for different objectives, and for different subjects.
iPad Apps in Schools - this site contains well organized lists of iPad apps for use in K-12 classrooms, for all subjects. There is also a ‘general productivity’ category for those ‘evergreen apps’ that span multiple subjects and which can form the basis of a students’ tech toolkit.
Balefire Labs - iPad and Android app reviews, based upon research based student learning objectives.
Free Technology for Teachers Blog - this blog contains a searchable list of tools for varied use in K-12 classroom. Richard Byrne authors this site and actually tests, in classroom situations, the tool or resource before he recommends it. All the software is free, or VERY low priced for premium versions.
Monday, February 2, 2015
EDTECH 541 - Acceptable Use Policies
Acceptable Use Policies for schools are similar to "Terms of Use" policies in place for websites, personal services, and similar situations. An Acceptable Use Policy (AUP) calls out the specific behaviors and expectations of the technology users involved. For technology, it is the community members of the school, and in particular, the students. It defines what is considered acceptable behavior by the user community. Common Sense Media, a well known non-profit involved in guiding and supporting teachers, students, and parents through the complex technology landscape in place, notes that schools include both acceptable and unacceptable online behavior and these rules not only prohibit particular behavior (e.g., plagiarism, pirating, non-school related internet use), but also define positive goals for incorporating technology as well.
Along those lines, I was reading another student's blog post, and she made reference to an article by McLeod encouraging appropriate use positive reinforcement, and to not just simply focus on the negatives and the 'can't do's' of an AUP. I think this is a powerful message for our students, and one that puts the students and the staff on the same side of the equation - that the technology is a powerful, positive tool for learning and should be treated that way.
I had the opportunity (pleasure?) of authoring an Acceptable Use Policy for my prior school. It was a complex task. In the document (which is referenced below for your reading pleasure), I included some of the most pressing issues I thought students would face. Several details were identified on topics including ensuring personal privacy, the security of data, an understanding of "intellectual property" (property owned by others), and that students were expected to practice respect the "community" (classmates, teachers and beyond). If those policies were adhered to, the students could use the school-provided computers to, essentially, use technology for any educational purpose. At least an attempt, I felt, to include some positive spin to this document.
This was followed by a short series of examples of appropriate behavior (Students will...treat others as they want to be treated...be polite...keep emails to the point... and the like) as well as inappropriate behavior (Students will not...be rude...send offensive files...). The document concluded with consequences for not following the AUP, and some information about the school's right and ability to monitor what was happening on our network/system. Finally, a short troubleshooting guide was included. Not that this is technically part of an AUP, but since minor issues tended to crop up (particularly for new students) this was a way to re-document some tips that both parents and students would see.
The expectation was the student and parent would sign the AUP document. It was given to them as a clearly connected part of the Parent-Student Handbook. If this did not occur, the student would (eventually) not be allowed to use the technology. This happened almost never. Students realized that it was a privilege to use the technology, and the vast majority were bought in. Further, when issues downstream did arise (infrequently) we tried our best to use the issue as a teachable moment so student use of the technology (and behavior, as need be) would continue to move in the right direction.
After I wrote the initial draft, the document was reviewed by a variety of staff at the school, including the principal, the 8th grade homeroom teacher, and other members of a small tech committee. We did not formally acquire approval by our school board (it is a small private school), who fortunately trusted our judgement and seemed to not require that level of oversight.
Upon reading Common Sense Media's 1 to 1 Essentials document, I'm both happy and a bit sad about the way the AUP turned out. I am glad that many important considerations, like student privacy, data security, intellectual property and so on were included. But, on the other hand, we missed some important considerations. In hindsight, getting school board approval would have been very appropriate. Considering other, related documents such as a Technology Values document or Social Media Guidelines, time allowing, would also have been appropriate, I think.
Other AUP's Reviewed
Along those lines, I was reading another student's blog post, and she made reference to an article by McLeod encouraging appropriate use positive reinforcement, and to not just simply focus on the negatives and the 'can't do's' of an AUP. I think this is a powerful message for our students, and one that puts the students and the staff on the same side of the equation - that the technology is a powerful, positive tool for learning and should be treated that way.
I had the opportunity (pleasure?) of authoring an Acceptable Use Policy for my prior school. It was a complex task. In the document (which is referenced below for your reading pleasure), I included some of the most pressing issues I thought students would face. Several details were identified on topics including ensuring personal privacy, the security of data, an understanding of "intellectual property" (property owned by others), and that students were expected to practice respect the "community" (classmates, teachers and beyond). If those policies were adhered to, the students could use the school-provided computers to, essentially, use technology for any educational purpose. At least an attempt, I felt, to include some positive spin to this document.
This was followed by a short series of examples of appropriate behavior (Students will...treat others as they want to be treated...be polite...keep emails to the point... and the like) as well as inappropriate behavior (Students will not...be rude...send offensive files...). The document concluded with consequences for not following the AUP, and some information about the school's right and ability to monitor what was happening on our network/system. Finally, a short troubleshooting guide was included. Not that this is technically part of an AUP, but since minor issues tended to crop up (particularly for new students) this was a way to re-document some tips that both parents and students would see.
The expectation was the student and parent would sign the AUP document. It was given to them as a clearly connected part of the Parent-Student Handbook. If this did not occur, the student would (eventually) not be allowed to use the technology. This happened almost never. Students realized that it was a privilege to use the technology, and the vast majority were bought in. Further, when issues downstream did arise (infrequently) we tried our best to use the issue as a teachable moment so student use of the technology (and behavior, as need be) would continue to move in the right direction.
After I wrote the initial draft, the document was reviewed by a variety of staff at the school, including the principal, the 8th grade homeroom teacher, and other members of a small tech committee. We did not formally acquire approval by our school board (it is a small private school), who fortunately trusted our judgement and seemed to not require that level of oversight.
Upon reading Common Sense Media's 1 to 1 Essentials document, I'm both happy and a bit sad about the way the AUP turned out. I am glad that many important considerations, like student privacy, data security, intellectual property and so on were included. But, on the other hand, we missed some important considerations. In hindsight, getting school board approval would have been very appropriate. Considering other, related documents such as a Technology Values document or Social Media Guidelines, time allowing, would also have been appropriate, I think.
Other AUP's Reviewed
KATYISD.ORG - this is an amazingly comprehensive, and unfortunately, difficult to absorb document. Some effort to make it more concise is probably in order. Splitting it up into multiple documents may also be a good idea. For instance, information about expectations regarding students coming to school with charged up devices seems like it may belong in a separate document.
Nederland School District - this, to me, is an excellent AUP. It is concise, and yet appears to cover all major aspects of privacy, security, and setting appropriate expectations for students.
Socorro Consolidated Schools - this AUP starts strong, but again seems to be too lengthy for its designed purpose. The first 2 pages, where a good Summary and Guidelines of use are defined, are very good. After that, it changes to a mostly "you can't do _____" document that seems a bit repetitive and too negative in nature. As in the KatyISD AUP above, I suspect the legal department had quite a bit to say about what needed to be included in this document.
References
Common Sense Media, Inc. (2013) Acceptable Use Policies. 1-to-1 Essentials
Program. Retrieved January 30, 2015 from https://www.commonsensemedia.org/educators/1to1
Consortium for School Networking (2013) Rethinking Acceptable Use Policies to Enable
Digital Learning: A Guide for School Districts. Retrieved January 30, 2015 from http://www.cosn.org/sites/default/files/pdf/Revised%20AUP%20March%202013
McLeod, S. (2014). Instead of an AUP, how about an EUP (Empowered Use Policy)?
McLeod, S. (2014). Instead of an AUP, how about an EUP (Empowered Use Policy)?
Retrieved February 1, 2015 from http://dangerouslyirrelevant.org/2014/03/instead-of-an-aup-how-about-an-eup-empowered-use-policy.html
Tuesday, January 27, 2015
EDTECH 541 - Vision Statement
Technology is ubiquitous in the lives of most of our students. Facebook, Twitter, YouTube, Netflix, and a nearly endless array of internet-based content is available via smart phones, tablets, PCs, Macs, and more. Widely available networks - from the corner Starbucks to the student’s own home - make getting to that internet content seem a “right,” not a privilege, to many of our students. It seems reasonable that the basic student tech skills, understanding and fearlessness could be leveraged to augment learning in the classroom. This could apply to traditional “3Rs” learning, as well as the so-called 21st Century skills of critical thinking and problem solving; communication, collaboration; and creativity and innovation. As noted by the Partnership for 21st Century Skills organization, “every child in the U.S. needs 21st century knowledge and skills to succeed as effective citizens, workers and leaders.”
Effective use of technology can be a powerful vehicle to fuse 3Rs and 4Cs learning. However, far too often, schools and students have limited or no technology to support learning, or squander what is available and use technology to simply replace paper worksheets, or as a reward after “real” work is done. Instead, it is imperative that technology be blended into the learning in an effective way that truly augments student learning. Educational leaders at the state and district level, local communities, parents, teachers AND students must all be on the same page for the effective use of technology to accelerate in our schools.
As stated in the 2010 National Education Technology Plan, “the technology that enables connected teaching is available now, but not all the conditions necessary to leverage it are.” Many educators - elementary through university level - are not ready to embrace or fully utilize technology. From federal and state level education leaders, to district and school site administrators, many do not have the same comfort level or breadth and depth of knowledge as do their counterparts in other industries. Sadly this has created a gap that runs deep, influencing curriculum development, funding and purchasing, and preservice and inservice professional development. This gap significantly slows the integration of technology and reduces the ways that technology would improve both instruction and student learning.
Somehow, “we must introduce connected teaching into our education system rapidly, and therefore we need innovation in the organizations that support educators in their profession—schools and districts, colleges of education, professional learning providers, and professional organizations.” The infusion of technology into effective classroom instruction is starting to happen. The challenge is to make it happen much more rapidly and on a more systemic level.
The school at which I work has taken one important step by hiring an “educational technologist” (yours truly). In this position, I consult with administration, coach teachers in effective technology use, model effective technology to all staff members and students, and provide resources, tools and tips to speed the adoption of technology into the learning model. There is an extremely wide range of technology needs among both teachers and students, and it has been an interesting challenge to ‘move the needle’ and see results. This position is new for the school, and it has only been recently that there is a sense of forward progress with several teacher embracing various aspects of technology, from “flipped classroom” videos to in-class quizzes to check for knowledge using tools like Socrative or Google Forms. A very reluctant Modern Language teacher recently had all students create brief family tree videos, created and edited on an iPad/laptop, and then uploaded to YouTube for assessment and viewing by a wider audience (classmates and parents). This is one of many indicators that the needle IS moving, and progress is being made.
But what about those schools or districts who don’t have the vision, budget or personnel to fill this role? While I am optimistic long term that technology will ultimately be used to effectively add to student learning, in the short term, I continue to ask myself why it’s taking so long! I see many attempts by enlightened districts and leaders to ramp up the skills of their educators, and look to the day when we can say, honestly, “remember when tech was a thing no one in education understood? Look at us now!” That will truly be a day to look forward to!
References
Edutopia. (n.d.). What is technology integration? Retrieved from http://www.edutopia.org/technology-integration-guide-description
National Education Technology Plan (n.p.). Executive Summary. Retrieved from http://www.ed.gov/technology/draft-netp-2010/executive-summary
Partnership for 21st Century Learning (n.d.). Our Mission. Retrieved from http://www.p21.org/about-us/our-mission
Sunday, August 3, 2014
EDTECH 542- Worked Example
Here's my screencast on setting up folders and a sharing process for students and teachers in a school using Google Apps for Ed.
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