It is hard work to get students to understand the idea of learning how to learn.
me: i’m here
Denise: I thought the 3rd one could use Glogster.
me: Glogster would be perfect for the third one.
In Glogster, kids can import pics, YouTube videos and more.
Denise: I’m thinking about using the iPad for apps and then the netbooks for other activities. I just feel like I have no time to prepare anything besides pencil and paper.
HOw else could I use youtube?
I need to get an account for Glogster right?
me: What do you mean using iPad for apps? I’ll do some brainstorming for the other two ideas. One of your CC goals is to have kids create webs. I have a few ways for kids to do that together.
Denise: That would be cool- I was thinking pearltrees?
me: No, you don’t need a Glogster acct. I have a subscription and can add your kids to it.
Pearltrees would be a great idea! Pearltrees is about creating webs using websites by Pearling them.
Denise: Do you know how to create an app? I thought that could be cool and see how the kids could run with it- more of a small group enrichment for accel.
me: BRB. I am going to check in Chrome Webstore for app creators.
me: Ok, can’t find anything right now, but there might be something out on the web.
for which of the activities do you want kids to create an app?
Denise: I’m basically trying to start a doc for major lit skills that students are not really grasping well yet, and then work on others. my goal is to have parents in during EI to monitor and help guide these activities. I think the other I’d really like to work on is vocab. THey never do too well, so I want to use tech to increase abilities. I guess I could start with vocab games, but would like to do more.
For the view selected movie clips could this be on my youtube channel? Need huge refresher on that.
me: I have a perfect solution for game making. It is called Zondle and I am using it right now with Bev Cornett.
Denise: let’s do it. If she has the same planning as me I will come down when you’re already scheduled with her.
me: YouTube is a great place to find movie clips and add to your channel. Plus, the kids can go back and watch it whenever they want. What would you think about creating your own videos to put on YT to help teach or refresh what kids are learning in class? I found a piece of hardware I want to order that would help you do this.
Denise: why not. is it possible to use the wingclip videos in my youtube channel or is this something I’d have to link to Moodle? I’d like to streamline as much as possible. I guess I could link youtube channel to moodle?
not familiar with go animate- that’s an app?
btw I’m logging this as PLC- i will share the form with you.
I am almost always engaged in some sort of thought about education and technology picking my way through the nuances of going about connecting strong education practices with effective technology integration. Strong education practices may be known as best practices in education. Strong practices include classroom inquiry, open-ended questions, formative measures, authentic summative measures, and homework that matters. Without effective teaching practices, infusing technology becomes a toy rather than a tool. Technology should be the tool and tools should be used often, and when teachers integrate technology often, students see it as the preferred method of gaining access to the “sum of human knowledge” (Will Richardson) and portraying their understanding of content digitally. Now, not all students will want to use digital means to display what they have learned and transformed their understanding.
Recently I taught tech in an 8th grade science classroom and, going into it, my honest thought was that every kid would want to use the netbooks available to them. As I circled the classroom several times I noticed students who preferred paper over netbook. I was intrigued by this and asked why paper was preferred. Perhaps it is a tactile thing? Whatever the reason, every student has a preference while learning, and I had to stop myself from saying the netbooks had to be used. Upon stopping myself, and reflecting on my need to use technology, I respected the student who chose his or her preferred learning style. How does this relate to the opening sentence of this blog post? Effective technology integration is respecting the student who still chooses to use paper and pencil despite the clear technological advantage. Effective integration is planning for students who choose a different path.
One thing I do know is that students are more engaged in learning through technology. How might students react if we took away their tech to learn?
I began class yesterday by asking the kids what they felt was really cool to do in technology class. This question was prompted by an email from one of my students. In the email the student asked if he could create a video game using software received from a camp he attended this summer. So, to begin class yesterday, I asked this student if he wouldn’t mind sharing his idea with the class about creating a video game. Post student explanation, the entire class wanted to make a game and I was totally cool with it! Before they can make the game, I had to explain how I view learning.
I view learning as having two essential tools and the two are dependent upon one another. The first tool is content. Content cannot be ignored or pushed to the side. Without content, or what is being taught, getting to the product can’t happen. Teaching content doesn’t have to be boring. Boring is standing in front of the class with the teacher talking, students listening and taking notes. One method of contextual learning that I am a big fan of is Project Based Learning (PBL). The Buck Institute for Education says this:
In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. Rigorous projects help students learn key academic content and practice 21st Century Skills (such as collaboration, communication & critical thinking).
Before I move on, another good resource for PBL is edutopia. You will find resources to help plan for and implement project based learning. The other tool a student needs are the products to demonstrate learning. The products are the cool part of what I do because kids can get online and create some really cool stuff, but they can’t create the product without the content, so the two are married.
I couldn’t agree more with the tweet from Matthew Weld; (@Matthew Weld) district technology coach & elementary computer teacher)! He tweets
I’ve found that kids don’t need to be taught the tool – just that it exists. Many teachers find this unbelievable #1to1techat
He says what I have been thinking for quite some time. In the winter/spring semester at BBHMS I taught computer technology to 6th and 8th graders and noticed they would tune me out if I tried teaching them how to use web technology. The look the class gave me with eyes glazed over was, “Seriously Mr. K, you don’t have to teach us this stuff. We’ll just play with it and figure it out.” Learned it they did and all while messing around with it. This experience gave me a brand new perspective on how kids learn, and not just technology.
Kids today were born into a digital age. While it may not mean much, it does mean the kids are comfortable around technology and are willing to play with it without worrying it will break which is in such contrast to older people who worry about breaking a computer. So, kids play and when they play with the technology they learn more about it because they are problem solving. The problem solving is a matter of how they can get the web-ware (web software) to do what they want it to do. Because computer software and web-ware use similar terms and methods of organization, kids are automatically looking for the modifying action in drop-down menus and icons. This automatic transference makes them potent web-ware learners (Internet in general) which means I have to do very little to teach the tech.
What does this mean for me as a the building tech coach, and am I still valuable to the district as a teacher? YES! My value as a teacher doesn’t diminish in the slightest. I add more value to the kids learning process because I offer knowledge of technology and facilitate the process of learning. Instead of being the focal point of all knowledge, I become the facilitator who helps kids make a jump in their learning broadening their understanding and use of Web 2.0 technology AND how to think about using it. Isn’t this the real point of education? It is helping kids move from one point of thinking to another expanding and deepening process and content. Love it!
In the past 24 hours, really since 7th period yesterday, I have been quarrelling inside myself about how to get students to learn in authentic ways. How can I help them to learn about stuff they really want to learn about, and what are the best ways for them to show me what they have learned?
What makes for great collaboration? Great collaboration is ideal when all parties have a vested interest in the work they are doing. Parties may be interested in collaborating to create a great product. Other groups are forced to work with each other and collaboration is minimal. An observation I have is that when students get to choose their own groups minimal work gets done. Reasons?
- Friends want to be friends and be social.
- There is little accountability because friends may not want to upset one another.
Taking some time to think about this I found that groups need guidelines. Before I go further, I know this but I made an assumption that eighth grade students would know these guidelines and follow them. Not the case today.
Tomorrow will bring guidelines for students to follow.
I find it peculiar that students get confused by working in learning spaces online. This is their first time doing so in a wiki and the interface throws them a bit, but that isn’t what I am I getting at. They simply find it odd to work together in a social context when the word school is involved. I think of many ways students might interact with each other digitally, likely in similar ways, and yet it is just odd for them to do so here. Just a reflection for the day.
The week went well and progress was made on the fronts of setting up web browsers, getting usable apps that can be used for productivity and fun, and the kids had a chance to start working together in their own learning spaces. It was a good week and I am looking forward to next.
The look on the faces of the students today was amazing! Every student had a chance to join the wikispace I created for them. At first they didn’t get it. They couldn’t understand why a wiki was important to them and why they should care. As I showed my students the home page and the information there, I could visibly see them get excited. That felt really good to see feedback from kids about the learning space I created for them.
I found myself more settled today than the two previous days. I was more settled because I am working on nailing down those little skills that need to be taught before any meta-learning can take place. I tend to jump into the big stuff and forget the small stuff. So, I am resolving some inefficiencies as a teacher learning to slow down and take things step by step.
This idea of step by step brings me to a new idea and maybe one I should leave for a different post, but what the heck. All of the technology I have learned has become automatic. I don’t even think about how to do things, I just do them. I get a lot of work done this way but it is REALLY bad for my students. I tend to jump 5 steps ahead of what I want them to do because I am already 10 steps ahead in my thinking. Frustration sets in when a student hasn’t done the first 5 steps I was thinking about so I have to back track in what I think and say. This is something else I have to work on. I would rather have something to work on than nothing at all.
Today was an interesting day as far as teaching goes. I found myself changing my lesson about a 1/2 hour before I was going to teach it and wondered why I was doing so. This really bothered me. I came to the conclusion that I have focused so much on teaching the big ideas of technology (information literacy, digital literacy, media literacy, and digital citizenship) that I forgot to include the skills that underpin learning technology. If I am being honest, this being the point of the blog, I didn’t forget about the skills, I just pushed them aside knowing I had to teach them. So, I neglected to make them apart of planning and now find myself backtracking to get the skills in before the teaching big ideas. I guess one could argue I could embed the skills into learning these big ideas but I would feel pressured to speed up teaching the skills so I can get to the stuff I really want to teach. I can only imagine what a college professor might say to me about changing the game plan just before teaching. Should I care what a professor might think?
Did you ever have a day when you were bored teaching? Yeah, that was me today, bored. The same lesson seemed to take forever having taught for it multiple periods (think middle school). I wasn’t bored with the technology, but I was bored with having to teach it so many times. Maybe this was the good kind of bored – I helped my kids create an infrastructure of apps in Google Chrome today so students can learn and apply them later. Makes sense to me.
The stuff learned today:
- logging into Chrome why this is beneficial
- changing settings
- adding apps and extensions
I was satisfied with today and look forward to tomorrow.