Change, Innovation, iPad, Organization, Tech, Technology

Think Like A Startup

Last week I was fortunate to go to Amsterdam with four fabulous colleagues to attend the European Conference on iPads in the Classroom hosted by the International School of Amsterdam.

Our trip started like this:

And then on to the ‘real business’ – two days of guest speakers, breakout groups, classroom observations, speed geeking, and great conversations about the use of technology in the classroom. The tech team at ISA offered some great tips and ideas about getting started with iPads including appointing iPad Point People to support learning across the school and they had some practical ideas for making the day-to-day use of iPads easier for everyone (students and teachers). Sue Worsnup, the Grade 3-5 IT Facilitator at ISA shared the following:

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The Keynote speaker for the conference was Warren Apel – the former Tech Director at ISA who currently is operating his own startup, Scholastico, before moving to Tokyo in the fall as Director of Technology at the American School in Japan.

As a sidenote, Warren’s company offers a way for schools to set up Parent-Teacher Conferences that is so quick and easy. If you or your school are interested, it really is worth your while to read the brochure linked above or to watch this 2 minute video on how it all works. It really looks awesome!

 

With his recent experience in building his own startup business, Warren’s keynote “How Schools, Teachers, and Administrators Can Learn To Think Like A Startup” was a great combination of his experience as a teacher and tech director, and his past year of starting a company. He presented his 12 lessons that he learned over the past year that could be applied to the work we do in schools when looking to innovate or start a new project:

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  1. Be curious
  2. Focus on what could be – not what is
  3. Be disruptive
  4. Learn from failure
  5. Move with speed
  6. Embrace a playful attitude
  7. Get the team right
  8. Communicate!
  9. Be transparent
  10. Learn together with the customers (or in this case, students/parents/teachers)
  11. Dream big – go for your Moonshot!
  12. Start with “why?”

Warren has written up his keynote as a blog post (linked above) and it is a really worthwhile read for those looking to lead change within your school. I was most grateful that there were five of us from my school hearing this message together. There is such a lot of power and added value to sending a small group to the same workshop or conference that I think some schools overlook. As the conference went on and conversations bubbled up, it was great to see the ideas and suggestions forming within our group and the enthusiasm for what could be regarding our iPad program at MIS.

This group of go-getters, early adopters, innovators, were motivated by what they saw and heard and inspired to bring these ideas back to their own classrooms and teams. For me, this was the most rewarding part of the two day event. The other thing I loved was that the conference was held during the week which allowed us the opportunity to observe classes in action.  The opportunity to walk through a school when the kids are there was fantastic and in itself, was a great PD session full of ideas and tips for cultivating a mindful learning environment.  Here are a few shots from around the school:

As the two days progressed, I made notes that I later turned into an iBook titled “iPad Integration Guide”. It focuses on technology in the PYP classroom, a core set of apps for learning and sharing, coding apps, students as authors with a focus on Book Creator, and a ‘nuts and bolts’ section which gives a few tips and tricks for rolling out iPads into the classroom. Click on the link below to download for free from iTunes.

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Download from iTunes – click here

We have had a less than ideal (!) start to the year with our iPads as we transitioned to the VPP program and a new MDM system so this conference was just what was needed to help us recalibrate and set ourselves up for the rest of the year and the year ahead. I am looking forward to seeing the authentic, purposeful, and innovative advances in teaching and learning that will come from all of this!

 

Digital Life, Tech, Technology

What Is Your Favorite Tech Tool?

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This morning I was on Twitter when #bfc530 came up with their daily topic: What is your favorite tech tool?

I quickly responded:

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I then sat back and watched the tweets pour in.  Later today, I went through the tweets and made the following word cloud of all the tools.

 

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Google was a clear winner and some of my favorites stood out but there were also a bunch of new (to me) tools I will be taking a look at. In particular:

I haven’t heard of or used any of these but they were all tweeted by educators who (for the most part!) were up at 5:30am to tweet about education so I am going to guess they are pretty passionate about it!

I will investigate and report back on their usefulness!

 

21st Century, Tech

Teaching Above the Line

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My friend Brian recently posted his reflections on Technology Leadership.  One of his points regarded the use of the SAMR model which is an evaluative tool that helps teachers ‘push their teaching above the line’ from enhancement to transformation. This tool is, as Brian points out, very well known in tech circles.  But what about non-tech circles?

SAMR Model

There are three Learning Technology teachers at my school and we all agree that technology should be used to transform student learning in a way that would not be possible without technology.  But what about the teachers we work with?  Do they all share our philosophy? Do they know the SAMR model? Do they care to?

Take a look at this intro to SAMR in 120 seconds or a 4 minute version via Commonsense Media 

So, are we all committed to “teaching above the line”?  I watched this video and still wanted more.  More ideas about how to share this model with teachers in a way that would help them begin to integrate technology in a ‘teach above the line’ kind of way.  A quick search led to the following resources, including one that is really interesting to me on transforming classroom learning blogs:
  NOTE: I like this chart (above) but I am hesitant to label or box apps into one category.  A lot of it depends not only on the app you are using but the way in which you are using it and WHY you are using it.  I’m not saying the above mash-ups are wrong, I am just saying to use this graphic as a guide and think about what you are really doing when you start using technology to transform your teaching and learning. 

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Part of a four step model for lesson planning from Edudemic. Click image for website.

I still think there is a long way to go in working toward school ‘above the line’.  I still have conversations in which people don’t see the difference between Khan Academy and a worksheet.  Really? A website that delivers levelled problems that increase or decrease in complexity given the speed and accuracy of your response with the option of seeing a step-by-step play of how to solve the problem and an embedded, world-class explanation of the problem via video if you are still stuck, and instant feedback on your progress, versus a piece of paper that offers no feedback or differentiation until it has been turned in to a teacher, graded, and returned?

This graphic, while to the point, asks and important question:

Credit: Bill Ferriter @plugusin

I like the ideas in this graphic and the sentiment behind it as described by the author and by another blogger. For me, in addition to this it is a matter of thinking about Starting With Why – what is your why?

Why technology?

Why are you using technology in your classroom?

Tech, Thinking

Making Thinking Visible

I love the visible thinking routines from Project Zero. They are stunning and give amazing insights into the things children know. If you have not used them before to help your students express themselves, now is a good time to start!

Need more encouragement than that? Check out this post by MYP teacher Rebekah Madrid. Ironically, Rebekah used to teacher at Munich International School (where I am now) and now teaches at Yokohama International School (where I used to teach).  She was inspired by the elementary teachers at YIS school who were successfully using thinking routines to draw out student learning, and she explains what happens in her class as a result of her bringing thinking routines to her classroom.

Our colleague, Frank Curkovic, (who has since left YIS for Singapore) created these stunning guides to both the Making Thinking Visible routines and the Artful Thinking routines.  Check them out:

 

Click for link to Issuu

Artful Thinking

 

 

 

 

If you are at all interested in tech integration, transformational learning, the future of learning, design thinking, and visible thinking, get comfy with a cup of tea and Rebekah’s blog and you won’t be disappointed.

21st Century, Tech

Change the Conversation

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This is today’s gem from Hugh at GapingVoid.  Of this image he says:

“If your company isn’t innovating, it’s likely because no one is facilitating the right conversations.”

So what are the right conversations?

Well, one conversation I would like to be having is with practical innovator, Marc Prensky.  Marc has been an advocate for innovation in education for some time.  His latest conversation embraces the idea of Future Oriented Education. He challenges us to ask ourselves the question: “Is this future-oriented education or is it ‘past-ucation’:

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There is nothing Marc would rather do than change the conversation about the way we educate in schools. His writing on technology, innovation, 21st century learning, digital natives, and the changing teaching paradigm are all priceless – and so worth reading. I started highlighting the points that really resonated with me from the following four articles and was soon swimming in a sea of neon.  It is all worth reading. Check out his Global Future Education Advisory Archive.

His thinking about technology really resonates with me.  Read this excerpt from his third GFEA:

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It’s not about stuff.  It’s not about different ways to do what we do now. Technology is an extension of our brains.  It is a new way of thinking. And it is a conversation worth having if you hope to lead an innovative school.  In the same way that no teacher who dismissed writing or reading or math as “unimportant” or something to be scheduled once a week, would ever get hired, should someone who is not willing to embrace the use of technology as an extension of thinking be given a job as an educator? Is it ok for teachers to say, “That’s not for me”.  “I am not comfortable with that” and continue with their past-ucation ways?

Today in a problem-solving math class I asked the students if they should be allowed to use laptops and calculators when solving the problems.  There was a resounding “No!” and cries of “Cheating!”. Really?  Further discussion led to some children conceding that perhaps it would be ok….sometimes….but only for really hard problems.  I suggested that in using technology to help solve the problem, they would still be required to think like mathematicians and evaluate the reasonableness of their answer before submitting it. Does it look right?  Does it seem possible?  A few more converted.

In thinking about the future of education and where we need to be heading, it is pretty clear that what we do need to keep doing is having conversations that push us closer to innovation. If a one-woman schoolhouse that is actually a boat equipped with solar panels to juice up the internet floating from house to house to pick up students and bobble around teaching them all day on water can move ahead from ‘how things were done’, why can’t we?

For your reading pleasure: Carl Hooker on How Technology Trends Have Influenced the Classroom.

 

 

 

Internet, Learning, Tech, Writing

Using Wikispaces in less than 30 minutes

Do you have a wiki?  Do you hear that work and kind of brush it off? Do you wish you had one but don’t have the time and are not sure you would even use it?

I was you!

My class are knee deep in their How We Express Ourselves unit and we are writing poetry like it is our job. They are loving it and so am I.  But what to do with it all?  We have writing folders for paperwork and we have computer folders for online documents but that just wasn’t enough. I wanted somewhere for the kids to publish their work in a way that worked for them, allowed them to see each others work and be inspired by it, comment on each others work and enter into a real community of poetic learners.  Cue: THE WIKI.

I had never made one. But I found a really cool poetry wiki of a high school class and I knew that is what I wanted. This surprised me because as you will see, the wiki itself is not particularly beautiful – and I like beautiful things.  But it was really, really functional (my husband would be so proud!) and so I knew this was it.

Here’s how simple it is to do:

1. Go to Wikispaces and in the “Join Now” box on the left-middle of the page, click “I’m a Teacher”.

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2. Choose a username (this can be changed once every 30 days if you so choose), a password, and enter your email address.

3. Fill in some biographical information to prove you are using this for educational purposes and name your wiki (this can be changed later if you wish).

4. Your Wiki is ready!

5. Look to the far right/top of the screen for your information:

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I am the Avocado Alligator and my one wiki is called “4Dpoetry”.

6. To add your students, click on your wiki, click on “Settings” (top right) and then click on “User Creator” on the left column:

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7. Here is the thing I really love.  After clicking on ‘User Creator’ you have the option of how you will add your students:

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I chose the second option and a small box opens for you to type in names (one on each line). I made up names by putting together a color and an animal with the same initial letter and then the number 44 just in case someone else was as clever as me!  After typing in the names of all your kids (or enough pen names to be able to match one to each child) hit ‘next’ and you get this screen:

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You can see I added “PolkadotPanda44” to my list of usernames. I kept it all as one word.  I then kept the first box checked ‘no’. The second box kept as ‘Column 1’, and the third box as ‘These users do not have email addresses’.  I also had Wikispaces generate the passwords for me. Basically, get to the page and just click ‘continue’!  You may find there is a warning if your name is a double-up, so be creative and add perhaps two or three more names than you will need so you can delete any that may not be suitable (already in use).

When you ‘continue’, you have the option of printing a list of usernames and passwords.  We have a studybook with a section for usernames and passwords so these went in there. I allocated usernames with some input from the students.

Finally, create a page for each student by clicking on the + sign next to “Pages and Files”:

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I made a page for each student and the home page explains the purpose of the Wiki. When you add a new page, you do have to put something on the page in order to create it (I just wrote on each page, “This is the poetry page of the Golden Gorilla” etc). The rule for us is that on the wiki, we are always referred to by our Wiki Name. I haven’t investigated the use of the ‘Projects’ feature but my initial look tells me you can create an assignment and assign different students groups to work on tasks together. It looks good but I don’t have a use for it just yet. Check out the Wikispaces Blog for more information on the Projects feature.

Here is what I like about this:

1. It is free

2. You don’t need email addresses for your kids

3. The editing interface is super simple

4. The speech bubbles let you start conversations with other users

5. The clock icon shows when edits have been made and by whom (in case work is “accidently” deleted!).

6. It is really easy to add screenshots, upload photos, or to import images via web addresses.

Most of all, I love that my kids love it!  When we started, I had the homepage as my domain but not my own animal/color name or page.  I changed my name to be like the kids and I created my own page.  I started adding work to my page as a model for what they could add to their page. They were excited that I had gone from ‘sterborg’ to ‘AvocadoAlligator’ and used the message feature to get in touch.  Here is what one student said:

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“Welcome to our Community”. I didn’t need to tell them that this was their special place – they were telling me that it was ours. Perfect!

I saved the best for last, though!  You can go to “settings” and click on “Exports/Backups” and from there, download a PDF of your Wiki. If you have set it up the way I have with a page for each child, these pages become “Chapters” and all their work (including formatting) will be stored in one document:

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At the end of the unit, we can print a copy of our poetry anthology!

If you are more of a visual/auditory learner, check out this video explanation:

Brain Research, Inspiration, Tech, Writing

A Traffic Light, A Band-Aid, and A Passport: 3 Back-to-School Essentials

Traffic Light

 

 

We started the year with two days of writing training.  Among other strategies, we looked at Step Up To Writing. This method utilizes a color coding system and a traffic light analogy to guide children through the process of writing a topic sentence and expanding on that idea with enough detail and information to engage their audience.  It is also a way of helping organize thoughts orally when used to guide students as they share their ideas.  Once a main idea has been shared, having that student elaborate is a great way for them to continue to think and share their ideas with the class. As a school, we have agreed to implement this strategy pre-K through 5th.  I am looking forward to seeing how this works – and how my students do at self-initiating this thinking process as the year progresses.

Band Aid

This morning, I was on Pinterest and my friend and fellow teacher, Kim, had pinned an interesting post from a first grade teacher’s blog about differentiation.  Her story goes that on the first day or during the first week of school, the teacher asks her students to pretend they have a “boo-boo”.  She asks each one in turn to describe where they are hurt (cut my finger, scraped my knee, stubbed my toe etc).  Regardless of what the child says, the teacher places a band aid on their upper arm.  Despite cries of “But I don’t need it there!” everyone gets a band aid on their upper arm.  She explains she is treating all her students fairly by giving everyone the same thing.  At least one child will exclaim that they don’t all need the band-aid there – they all need it in different spots – at which point she shares the moral of her story: that fair does not mean equal.

I love this analogy – especially as I head into a new year with new students who each have unique needs.  Some kids I may spend time with taking dictation from what they say while others write out their own ideas.  Equal? No.  Fair? Absolutely.

Digital Passport

Earlier this week, I came across an online Digital Passport curriculum for Grades 3-5.  Created by CommonSense Media, the passport program can be customized for your students to guide them through responsible use of the internet.  A brief overview of the curriculum offered includes the topics of communication, privacy, cyberbullying, searching and giving credit where it is due.  This is a solid, basic foundation of skills regarding appropriate digital use.  I can see the need to add to and customize as the year progresses or if a particular issue arises but for a pre-packaged, FREE program, this looks pretty impressive.  Students can pace themselves through the activities, work independently or collaboratively and the responses to the questions can be completed online in game form and offline via discussions, drawings, writing and even role-playing.

If you are looking for a dynamic solution to kick off your connected year, I think this looks like a pretty good place to start.

Educator Guide PDF