Hello everyone and thanks for coming to listen to @garthholman and @professormike1 (me) talk tech with you!. Below are our presentations. Feel free to use what's great, click links while we present and leave some comments!.
This is a picture of my alarm clock. It belonged to my parents (they are still alive btw) and somehow it became mine when I went to The Ohio State University. I duct taped it to the hot water pipes that ran, exposed, above my bunk. It came home with me, has went on vacation with me and now it sits in our bedroom (my wife and myself). This thing was made sometime in the 1970s and has always worked. It is just as accurate and clear to read today as it was when I was four or five and would crawl into my parent's room after a nightmare.
It was made to tell time and wake my ass up way to early. I don't try and do math with it, or hold papers down or defend myself against intruders. The tech I work with everyday is made for anybody doing anything. Even when it is labeled with "For Education" or "Educational Purposes" it really isn't. Even though schools are a gigantic market, companies continue to simple re-brand items. Ever wonder why your computer keeps breaking in your classroom? Maybe it is because that computer was not meant to sit in a dusty, non-filtered air, really hot or really cold environment where it is left on eight-hours-a-day and has at least three other devices plugged into it.
My life is a mixed up concoction of curriculum, people, ideas and technology. Things move quick and people find themselves changing their minds more than ever. Is the answer to look at curriculum then devices? Should we start a BYOD and accept everything and just make it work? Can we hide behind the excuse that "good teachers" can just let go of their kids and any tech will give them a voice and a legacy?
Garth and I have always tried to let curriculum guide our technology. As a tech PD guy, I like to emphasize that in the beginning steps of tech integration, streamlining processes that impede on teaching time are vital. Especially if you want your kids investing time in creative projects that connect curriculum to their lives. There is no right answer, of course. I have seen hundreds of districts do things different ways. They all...I mean ALL end up at the same place, given the same amount of time. Urban, Suburban and Rural districts all approach technology and professional development differently. I still cannot find a pattern. I could not sit down with a piece of paper and some district demographics and chart the clearest path to change. That is what is so great about this job. Education is about people, not products. Everything changes, people are always different and at the heart of everything is this shred passion to do everything better. Analytical people point to data, right-brainers point to creative student work. To say that I am in one camp or the other isn't a stretch. To say that I will always be in that camp is another conversation.
So in a nut shell to use Zaption:
1. Create a Zaption free account
2. Watch a few of the pre-made ones they put in your account.
3. To build your first Zaption: click on my tour, then click NEW TOUR
4. Pick any youtube or vimeo you would like students to see: You can search or paste address in the provided search bar.
5. Begin to watch is and drag down what you want to appear: see image below: slide notes, image, draw, open ended, multi choice, checkbox and drag it down to the side bar of the video. Write the question or points you want to make.
6. When finished, click Publish and share the link.
7. See a tutorial I built for kids in my classroom from start to finish.
***Three student's have already made Zaptions for their classroom blogs. How cool is that?
After anyone watches it, you get Tour Analytics. That is right, for free:) How long did they watch the video? What did they answer? Did they review any part? It offers a great day of information/data for a free version of software.
I have already used this twice and plan to use it often. I use so much video in my classroom and here is the first way I have found to really have students interactive with the information in real time. It is showing awesome results. If you give it a try let me know how it works for you.
The time we invest in our relationship with our students in the early weeks of school will have positive rippling effects, further reaching than just this school year.
While the way this has all played out is my own doing, it is important to share that many of the ways that I spent these early days was borrowed from the playbook of someone whose work I admire a great deal, Garth Holman. I first learned of Holman’s (along with his collaborator, Mike Pennington) authentic student work in Alan November’s Who Owns the Learning. I began following him on Twitter and am not ashamed to say spent more than a few hours reading the blog, http://www.teachersfortomorrow.net, that he also writes with Pennington. Their blog, just like so many others that are written by teachers, was jam packed with more ideas than I could wrap my head around. So, I took some of his ideas tweaked them and even added a few of mine own to build what I believed would make for a great start to the year. I’m sad to say however, that I had so many good ideas I ran out of time to use them all at the beginning, but they are stashed away for later when we may need some reconnecting. You can find my first few weeks’ lessons here: http://bit.ly/davisfirstweeks
At our first faculty meeting of the year, even before our students arrived, we talked about challenging ourselves to make this #bestyearever and we listened to the words of The Script’s song “Hall of Fame” featuring will i am, as inspiration of what we want for our students, for our school and for us this year. The image that appears above is a snapshot of the poster of our building goals for this school year. The quote seems to sum up beautifully my thoughts J
Giving time to know, understand and hear our students will always reap benefits far beyond what we might even ever see in our classroom. Teaching them to think, care and advocate, will be skills they will take outside our classroom walls. While, school is already in full swing now for all of us, I would urge you that if you haven’t already given this type of tiime to your students in your classroom yet this year, stop what you are doing and really connect with them.
Here’s hoping that you all have the #bestyearever
BIO: Laura Davis, a 2014 PBS LearningMedia Digital Innovator, is a teacher at Findlay High School, with a diverse teaching background that has afforded her many opportunities to grow and connect with students. Spending half of her teaching career as an Intervention Specialist and the other half as a Freshmen History teacher, she has seen how teaching through technology has changed her students’ motivation and connectedness. She loves learning with her students and challenges herself as much as she does them. Additionally, she values the opportunities that social media affords her to learn and connect with others globally. She has presented at several tech conferences and is excited to add more to her resume this year. Laura looks forward to connecting and learning from you via Twitter, follow her @mrs_ldavis. You can always check out her blog at http://www.lauralearningtolead.blogspot.com/ or at her classroom website: https://sites.google.com/site/fhslauramdavis/
My boss, Dave just got in a great new device for the iPad. It is called Osmo. Basically, Osmo is an app and a small red mirror. The mirror allows the camera of the iPad to see the table space directly in front of the device. The video on the website kept me curious about how much usability there really was in this device (plenty of fluff, of course).
Well we have spent part of our day playing with Osmo. Of all the things that are possible with the app, the most interesting part, to me, was the ability of it to recognize physical drawings. Not only does it understand lines and edges, it responds to those lines and edges. There is a game in the app that drops a bouncy ball from the top of your iPad screen. Your goal is to make that ball hit a target. You can change the course of the ball by drawing lines on a sheet of paper. You can also place physical objects on the table and Osmo interprets the edges of that object. Dave immediately thought of fine motor skills and using tooth picks to create lines and angles. I included two videos below. There is also an anagram program and it includes blue/red letters for spelling games.
The idea that the camera on our devices are becoming so intelligent baffles my mind. Check out there website and comment on this post if you think of any ways to use Osmo with students.
Garth and I are excited to be presenting at Wadsworth Schools today with some other amazing leaders in education from northeast Ohio. Below are some links to view our presentations. If you have any questions after today, and you didn't grab a card, you can comment on this blog post or retrieve our emails from the slides. Thank you to the administration and tech department of Wadsworth schools for your support and hospitality.
Autonomous Mastery Learning
Fun, Digital Assessment (Peardeck, Kahoot and Socrative)
It isn't often that Garth and I post about a conference before we even present, but this conference is special. Every year, Garth and I get to see our Tribe (PLN) at the OETC event in Columubus. Other than those few days together, we all are in our own place, doing our own thing and using technology to connect and change teaching & learning. This year is different. For the first time, the Chromebook Institute is hosting a conference in Ohio. Many of our friends will be presenting, along with Garth and I at this event.
From the title you can tell that it is centered on the use of Chromebooks and the Google Apps for Education ecosphere, but there is more to it than Google. Last night Garth and I chatted via Google Hangouts with David Jakes and Jeremy Brueck about the event. We talked at length about how mobile learning devices (Chromebooks) and Google Apps for Education provides a great platform for meaningful technology integration. Garth and I were able to reflect and discuss how Chromebooks and Google Apps could have shaped and improved on several projects that we have completed over the past few years. Garth talked about his district's move towards Google Apps for Education and Chardon (where I just left) went 1-to-1 this school year. We told David how we often talk always talk about legacy, skills and learning more than any specific tool. David appreciated that fact and encouraged us to do so at CBI while infusing our experiences with Google Apps. Full disclosure: The first skype and cross-district learning that Garth and I completed was via Google Docs. This was eight years ago and we used our personal Google accounts; I don't even know if Google Apps for Education was even around yet.
At NORT2H, the majority of professional development sessions I lead with districts is centered around Google Apps for Education and Chromebooks. I am recommending this conference because I personally know many of the presenters and their work is inspiring and has helped change teaching and learning in Ohio. CBI has several conferences throughout the USA. I encourage you to find one near you and check it out.
Conference Website: Click here
The week of August 11, 2014 Google began rolling out Classroom to all Google Apps for Education domains. While Google isn't calling this an LMS (yet), the simplicity and ease of use definitely begs the question. Below I have included a presentation that I have started to use to explain Classroom, along with some other valuable resources.
IT'S JUST ANOTHER TOOL/APP....
Well yes and no. While this is another app, another tech tool to modernize the process of education, I see it as much more profound. While having a "paperless classroom" to many means taking their once printed worksheets and pushing them to students through something like Google Apps for Education, you and I both know that this doesn't change the process of teaching & learning. The actual goal of all this technology is to transform what is happening in schools. Often I feel like the purpose of education is to "show you learned something" i.e. all the standardized assessment in Ohio only measures your ability to memorize and regurgitate. Okay so many might argue standardized testing also shows your ability to read and find information. Some might even say you have to apply that information to a super hard question...whatever...point is it is the same old educational system that COMPLETELY misses the point of learning how to learn. Problem solving and Problem finding. Those skills are not sufficiently tested and those are the skills that our kids need.
How does Classroom fit into the above rant? Well the way I see it, the simpler you make it for teachers to push presentations and notes and worksheets to students, the less time a teacher spends on those things and the more time they start to pursue relevant learning. If I do not have to direct lecture because I can make 120 copies of my presentation for students, or give them links to videos and resources, then I can start to think about how to move that away from class time, or at least how to use less time doing it. Now I do not have to stand at a copier making classwork (or homework), then collect it, grade it, hand it back, collect again for revisions, all while trying not to lose it!
Classroom represents the simplest, no frills LMS that I have ever seen. It automates the behind-the-scenes craziness of managing your Google Drive with hundreds of students and it simplifies our ability as teachers to collaborate on student's work with them.
BUT HOW CAN THIS REALLY CHANGE MY CLASSROOM?
YOU ARE THE ONLY THING THAT CAN CHANGE YOUR CLASSROOM! You need to see Classroom for Google as a way to streamline the day-to-day and then use your creativity to do something amazing with the time you know all-of-a-sudden have. Good luck, be brave and have fun!
Peardeck is a new program that can be added to your google drive. It is like a powerpoint but does much, much, more like:
I really like PearDeck to present difficult concepts. I do not do a great deal of formal presenting in class, but have found I can get great feedback about what kids are learning using PearDeck during the few formal presentations I do give. Student's even noted they learned the most with PearDeck over four other formative assessment tools on the market (see images below). The tutorial below will have you building a PearDeck to use tomorrow in class.
More to come on PearDeck, but I wanted to get this posted. Have a great day!