New Course Offering: The Tech-Savvy Teacher

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Do you struggle with effectively integrating technology into learning?

Do you wonder how your pedagogy must change to respond to the technology choices you and your students make?

Do you wonder what tools are out there other than what you’ve heard about on Twitter or read on blogs?

Influential educators Shaelynn Farnsworth and Steven W. Anderson introduce a course where you can find the answers to these questions and more. In partnership with Participate, explore what it means to be a Tech-Savvy Teacher.

From Shaelynn – In 2008, the district I worked in adopted a 1:1 Laptop Initiative. Through this initiative, every student and staff member in grades 9-12 were given a laptop. Students and staff members were not only able to use technology in the classroom but were able to bring their computer home with them each night. Ubiquitous technology shifted the educational landscape in our building. Along with reimagining learning, I also quickly learned that traditional and evidenced-based practices looked different in the classroom. Every day brought a new opportunity to provide my students relevant and engaging learning. It also helped me become a better educator as I analyzed and reflected upon my classroom and craft.

From Steven – When I was leading a large technology program in NC as Director of Instructional Technology we invited a group of teachers to spend an afternoon talking to us about a new Bring Your Own Device Initiative we were undertaking. What my team and I wanted to understand was what teachers believed would need to change when the devices are the smartest in the room? We thought we’d hear questions about how to teach or was to incorporate the technology more seamlessly. What we got were questions about the latest apps or websites that were flashy and fun.

Using technology today isn’t just about what app to use or what new website looks like fun. Technology use in the classroom requires a pedagogical shift from the traditional methods of teacher-driven learning to modern day student-driven discovery. Not only do educators need to understand how to choose the best technology for learning but the research behind the collaboration or student reflection or formative assessment. Once we understand the why of learning, the how, layered with appropriate use of technology, because fundamentally easier.

Steven Anderson and I are pleased to offer a new course through Participate. This course focuses on 6 Areas of Development we have identified on having a high impact on student learning and teacher professional learning when integrated with intentional technology.

Course: The Tech-Savvy Teacher

Length: 8 weeks

Cost: $79

Audience: Educators, Coaches, Administrators

Benefits:

  • Specially designed tasks blending high-impact technology with each component
  • Research supporting each of the 6 Areas of Development
  • Examples and stories from our own classrooms
  • Collaborative, reflective tasks to help you connect with other educators while engaging in low-stress, professional learning
  • Feedback from Steven and Shaelynn
  • Access to collections on the Participate Community
  • Badge upon completion of the course

We understand the needs educators and administrators have when technology is integrated into the learning environment. Our focus isn’t on the tool, it’s on the reimagining of learning and teaching. Each we week we will explore the research related to specific aspects of pedagogy and discuss what the effective integration of these tools really look like. While there will be tool and resource exploration each week, the main focus is on pedagogy and how best to be a Tech-Savvy Teacher!

Beginning of the Year Laptop Expectations for the Classroom

 

Laptop Expectations for the Classroom.pngAugust signals the return to school for students and educators across the country. The beginning of the year is often filled with reconnecting with friends, building communities in the classroom, and handing out textbooks. But in some schools, students will not only receive textbooks but a new laptop or tablet to support their learning. Maximizing educational use of technology in the classroom is easier said than done. As educators, we want students to not only consume information but also create awesomeness to share with the world. What is frequently forgotten is the proper care and maintenance that accompanies student devices.

Technology is not a silver bullet for student engagement or classroom management. In fact, devices in the hands of all students amplify good teaching and magnify bad teaching. I recommend having a discussion, early in the year, on the proper care and use of student technology in the classroom. These expectations can be individual to each teacher, constructed and agreed upon as a staff or PLC, or co-constructed with the students; whichever way works best in your educational ecosystem.

In my own classroom, I learned the hard way. When my district implemented 1 to 1 in 2009 I just thought students would appreciate the opportunity of ubiquitous technology in the possession and use it with care. Around December, I realized I needed to rethink my initial thoughts and discuss with the students’ expectations of use. Together, we co-created a list that I have used and shared ever since. Feel free to use and adapt to make your own!

  1. Be Prepared – Just like you would bring your writing tool and book to class every day, you must now bring your new tool (laptop) to class each day. Make sure it is fully charged and ready to go. Although we will not use the laptop every day, we will use it frequently. If you know the application being used in class, have it already opened or immediately pull it up when you get into a class, this will help save time.
  2. Power Up – If you use photo or video editing apps the battery will be drained quicker than just typing. Same is true for streaming video or using skype. Dimming the brightness will help to preserve the battery life. Make sure to set your power display to show the percentage, this will give you a more accurate reading. When the percent reaches 5 or lower, plug in your charger to one of the designated places in the room.  Be sure to use your own charger and take it with you when done.
  3. Screens Down – Anytime I (or a classmate) am speaking, screens will be tilted down.  Nothing is more distracting to you or to others around you than someone surfing the web.  Putting the screen down will help bring attention to the task at hand.
  4. Tech-Tips – I suggest that you have a google doc/folder, document, sticky, etc. to curate skills and tips that you will learn throughout the year in all of your classes. You could also include all handouts and tutorials you receive in a specific folder. Curate videos on your YouTube Channel, or create a spreadsheet of shortcuts to remember. This reference will be useful when maximizing all programs available on your new laptop.
  5. Hands Off – If it’s not yours, keep your hands off! This is for any type of contact with another person’s laptop. When demonstrating to someone, make them manipulate the cursor. If you are the one moving the cursor on their computer they miss the hand/brain connection and will be less likely to remember what you demonstrated.
  6. Sound – All laptops will be muted unless permission is granted.  Bring headphones to listen to needed information during work time.  
  7. Camera Use – Your laptop is equipped with both a digital camera and digital video recorder.  With these tools, we will create a multitude of projects from footage and photos you take. There are expectations that the photos and videos taken are appropriate and in good taste. The subject should always be asked before an image is taken of them. Privileges of these two tools will be revoked if used inappropriately. Please refrain from taping video and snapping pictures of people without permission.
  8. Self-Management – If it is not related to the task assigned, you should not be doing it during class.  This includes email, Googling, etc. Self-Management of digital access is a lifelong skill that relates to productivity. You will not always have your mom standing behind you to stay on task, finish your homework, or complete the work assignment. Use your time wisely, take breaks when needed, and save the memes for your free time.
  9.  Power Teams – Everyone will be at different levels of expertise when using the new technology. This classroom will be one of support and understanding.  Use your peers as resources, help each other, and don’t be afraid to ask for help.  Tips – Location at school should be “in school” and location at home is “out of school.”  If things start acting weird on the computer, the first thing to do is restart it to see if the problem is corrected. Update when prompted to keep systems running smoothly. Double-check to see if you are signed into the correct Google Account.  
  10. Saving – You should be saving your work periodically.  Save each draft as new with a new date.  Save in the appropriate class folder to keep life and work organized.  If you would cry if something was lost, make sure to back up in other places. (gdrive, dropbox, flashdrive, etc.)Plus, if you utilize GSuite, then it is automatically saved without any action on your part.
  11. Transporting – Each time you leave a room make sure your computer is in its bag!  No exceptions! Zip bags. Do not put too much in the front pocket of your bag – it can ruin the disk drive if smashed. Be aware of the weather, do not leave in a vehicle. If you do, allow the computer to reach room temperature before turning on.

This discussion of expectations in the classroom often led to better care of the devices. It also created a platform to then dive into Digital Citizenship, Netiquette, and Copyright. While there were still broken screens throughout the year, having this discussion with students helped to create an environment that supported learning, responsibility, and respect.

HELP! Me Unpack the Standards: A Framework for Teacher & Student Clarity

Adobe Spark (16)In just about any classroom I enter I notice a “Learning Objective” or “I Can” statement located at the front of the room. Sometimes this statement consists of underlined words, is laminated on a beautifully bordered sentence strips, or is hurriedly written with a black expo in the designated corner on the whiteboard. The teacher states the learning target at the beginning of the lesson and students copy it down, word for word, into their notebook. But, when I ask the students what they are learning and why I am continually met with blank stares… The frustration in the teacher’s voice is evident during the coaching conversation following the class. They can’t seem to understand how or why the “I Can” statement that is clearly posted never transfers or remains with their students.

I have found two major reasons for this phenomenon, and both are fixable. First, the learning objective is typically “owned” by the teacher and not the student. The teacher determines it, the teacher writes it down, the teacher states it, and then the teacher begins the lesson. For an objective, target, or “I Can” statement to be student-centered and student-owned there must be a dialogue between the teacher and the students involving the What and the Why. What are we learning? What is our goal? Why is it important? And what does success look like?

Secondly, a student’s misunderstanding of  the learning and why it is important often occurs because of the teacher’s surface level understanding of the standards. When a teacher’s understanding of the standards (whether local, state, or national) remains at the surface-level kids suffer. To truly have a deep understanding of the standards, teachers must be given time and support to unpack them independently and collaboratively. This unpacking helps to bring clarity to teachers and positively impacts student achievement. The following template was adapted from Hattie, Fisher, & Frey and provides guidance on digging deeply into the standards.

Standard

 

 

Concepts (Nouns) Skills (Verbs)

 

 

 

Surface Skills & Knowledge Needed

 

 

 

 

Deep Skills & Knowledge Needed

 

 

 

 

Enduring Understanding(s) Assessment

 

 

 

 

Unpacking the standards brings clarity to teachers which directly impacts students. Not only can learning and targets be expressed at deep levels, but when discussed with the students, achievement is impacted. When students wrestle with the “what” and the “why” of the learning objective or “I Can” statement understanding moves past surface to deep. And what you will find is a well-articulated response when you ask students what they are learning and why.

Technology to Support Struggling Readers with Dyslexia

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I am often asked how best to support struggling readers, especially those with reading disabilities. While it is important to identify and provide interventions early, all students, no matter their age, can continue to learn and develop literacy skills throughout their lifetime. When a child is diagnosed with dyslexia there are many questions from educators on what exactly that means and how best to support these struggling readers. Simply put, dyslexia is a neurobiological disorder that affects the development of basic reading skills and spelling skills. Just because a child has difficulty in both decoding (written word pronunciation) and encoding (spelling) does not mean they have difficulty in comprehending what they hear.

Students diagnosed with dyslexia should continue to receive interventions and support in the areas of reading and writing but the addition of assistive technology provides these students access to the same content and curriculum as their peers. This is essential and also the law. Students diagnosed with dyslexia are protected under IDEA (Individuals with Disabilities Education Act) and have the right to participate in the general education curriculum.

As a student gets older, accessing content across discipline areas become a priority for students with dyslexia. Fortunately, widespread use of technology in education has made this possible for many. Equipping struggling readers diagnosed with dyslexia with compensatory tools helps them identify ways they can access information for school and in life. Text to Speech is one resource all educators should be familiar with to support students.

Chromebooks and Google

Screenshot 2017-05-05 at 3.42.48 PMGoogle Chrome Extension Read and Write for Google by TextHelp – Read and Write for Google offers teachers and students many more options than just text to speech. It also has a text to picture dictionary, word prediction, voice notes option along with much, much more. This one extension provides struggling readers with dyslexia support in both reading and writing. It is definitely one of my favorites, check it out. 

Reader Add-onGoogle Doc Add-On ReaderThis add-on reads all text on a Google Doc. It was easy to use and is available in multiple languages and dialects. It is free. A bonus with using Google, if you upload a pdf into your Drive you can open it as a Google Doc making this perfect for those text to speech tools that do not read pdfs.

Screenshot 2017-05-05 at 3.40.13 PMGoogle Chrome App TTS-ReaderAllows students to copy and paste any text to hear it spoken. Students can pause, stop, and start this app and it remembers the position where the student left off. It highlights the spoken text and uses no data once the page is loaded. Supports multilingual and English in different accents.

Screenshot 2017-05-05 at 3.41.18 PM

 

Google Chrome Extension Selection ReaderThis Chrome Extension allows you to simply highlight and play. It is easy to use and could handle a large amount of text selected. Paused naturally at commas and punctuation. Perfect for reading webpages a student may use.

 

 

Apple Devices 

Screen Shot 2017-05-05 at 3.24.18 PMMacbook – iOs accessibility features make text to speech on an Apple device a breeze. If you are on a Macbook, simply accesses the Accessibility Features under the System Preferences. Once you click on “Accessibility” simply choose desired rate and voice in the “Speech” option and enable “Speak selected text when the key is pressed”.

iPad – An iPad is similar to a Macbook in that you launch “Settings” and click on “General” to locate “Accessibility” options. Under “Accessibility” tap on “Speak Selection” and adjust the rate with the slider. For both the Macbook and iPad, text to speech works for websites, iBooks, PDFs, as well as many other apps you may have installed.

Accessible content for students who are struggling readers and are diagnosed with dyslexia is easy to do when a student simply needs to hear the text in order to comprehend it. Using an app like Tiny Scanner can help you turn any text into digital text that can then be read aloud using one of the Text to Speech apps above!

 

Resources Used – Nancy Mather and Barbara J. Wendling. Essentials of Dyslexia Assessment and Intervention.  New Jersey: John Wiley & Sons, 2012.

7 Alternatives to Traditional Vocabulary Tests

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It is through vocabulary that information is accessed and content learned. There is no disagreement in the importance of a robust vocabulary for all students; it allows them to comprehend more of what they read and write better. But the way we review and test vocabulary is often very painful, and it doesn’t have to be. So toss aside your fill-in-the-blank tests and multiple choice bubble sheets and try one of these out before the end of the year.

 

7 Alternatives to the Traditional Vocabulary Test

  1. Name That Vocab. Tune – Students love music, in fact, I bet most kids under 18 have earbuds in right now and are jamming out to their favorite tunes as they are studying. Why not amplify this love of music on a vocabulary review or assessment. “Name That Vocab. Tune” has students create a catchy title for a song using the word given. To further demonstrate understanding, students explain and justify their song title and how the vocabulary word fits their thinking.

 

Word Song Title Justification
Juxtapose Black Juxtaposition of Our Hearts When you really love someone and they have no interest in you at all then your heart would be red but their heart would be black and by placing them side by side …

 

2. Sketch Vocabulary – Sketch vocabulary is an activity that allows students to use their creative side to illustrate the meaning of vocabulary words. This strategy can be both low-tech with paper, pencils, and markers; or high-tech using apps like Procreate , Paper 53 , or even the new drawing function with Google Keep (perfect for Chromebooks).

Screenshot 2017-03-30 at 7.23.51 PM

3. SAN – SANs strategy has students identify a word that is the synonym, the antonym or no relation at all to the vocabulary term listed. It not only forces their brain to think of the word differently but also increases their vocabulary by flooding their brain with different options.

Example   Disruptive

  • Clumsy (N)
  • Calm (A)
  • Troublesome (S)

4. How Does it Relate? – This strategy has students call upon prior learning during the test. Have students list and make associations to previous words learned and listed on the word wall in the classroom. Answering the prompt, what is the connection?, further demands deep thinking while students are wrestling with essential vocabulary.

5. Skit or Dialogue – Using the vocabulary words, students can write a short skit or lines of dialogue individually or with a partner or small group. When finished, perform their scripts to each other or a wider audience. Or take their writing online and have them create comics. A few of my favorite resources to explore, Storyboard That (Chromebook) and BookCreator.

Screenshot 2017-03-30 at 7.40.37 PM.png

6. 1 of 2 – This strategy has the students considering 2 sentences and identify which one uses the vocabulary word correctly. This is great when working on words with multiple meanings or focusing on a specific morpheme.

7. Tableau – Finally, a tableau is a group of models or motionless figures that represent a scene. In this case, students are given a vocabulary word and have 3 minutes to brainstorm their tableau that demonstrates the meaning of the word for the class. This fun activity has students collaborating and up and moving.  

 

Edtech Bonus for Vocabulary:

Quizlet

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Spell It

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