Advice to Padawan Bloggers from Jedi Bloggers

Bonjour!

Since many of you are new to the blogosphere, I thought I would give you an introduction to blogging.

Earlier today, I found Konrad Sanders’ great list of advice for novice bloggers by master bloggers. The list was quite extensive, and much of the advice was meant for adults who wish to make money off of their blog or to promote their business with their blog. So, I took the liberty of sorting through all sixty nuggets of wisdom to Continue reading

My First Flippin’ Video

Hot diggity, dear reader! I finished editing my first flipped video last night, and I’m actually quite pleased with how it turned out! You can see it below.

Many thanks to Abacaba, Kate Gardoqui, and Gastondeluxe for the video clips!

Video Recording and Editing Software

I recorded some of the footage using QuickTime Player’s video recording and screen recording features on my school-issued MacBook Pro, and the rest of the footage came from YouTube. Finally, I edited the video using iMovie and PowerPoint. All free software!

I’m currently trying to get a more robust video editing software so I don’t have to use PowerPoint to create a picture-in-picture effect, but I’m hoping to get the software through my school so I don’t have to pay for it out of pocket.

Teaching Students to Learn from Videos

If you watched/read my seven tips for creating your own flipped videos, you may remember that you should teach your students how to learn from a video by showing flipped videos in class before assigning them as homework. Well, today I taught (most) of my students how to learn from videos using the video you see above.

Overall, I think it was a success! The students used visual cues to let me know when to pause the video, play the video, or rewind the video. Sometimes I paused the video myself and explained why I paused it, other times they told me to pause the video by holding up their hands. It worked pretty well, and it allowed the students to become familiar with the structure of my (soon to be created) videos, which will help them become more efficient and effective note-takers.

I learned quite a bit today as well. First of all, the video was only 15 minutes long, but between pausing, rewinding, rewatching, and note-taking, we needed a full 50 minutes to get through it. I’m sure the students will become more efficient with practice, but I will need to make sure future videos are no longer than 10 minutes if I expect the students to take thorough notes.

I also learned that visual cues within the video are very helpful for the students, but those cues don’t necessarily have to be text-based. In future videos, I may hold up a pencil when I want the students to write something down. That way I don’t have to do as much post-production editing, but the students will still know what they need to copy down. That’s a trick to perform later in the year as a way to scaffold good note-taking skills, and to teach the students how to differentiate between important information and fluff.

No Tech at Home? No Problem! 

Since coming back to school and sharing my flippin’ aspirations with my colleagues, many of them have raised a very valid concern about flipped learning for students who are unable to watch videos at home due to a lack of technology. I also had a handful of my new students express the same concern. In response, I created this Tech Letter for Parents which addresses those concerns. I’ve welcomed students to come into my class during lunch to watch the videos on the big screen, and I’ve also highlighted some of the resources within our community that students can use evenings and weekends, such as the public library and public transportation. Feel free to steal my letter and modify it to meet your own needs.

That’s all for today! Back to work for this busy teacher. If you want to read more about strategies using technology and the SAMR Model, check out my post on using Animoto in the classroom or my post on EDpuzzle. You can also read the first post in this series here.

Check out my prior post on practical tips for flipping your classroom!

Flippin’ Flipped Learning, Yo!

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Hey there, dear reader! It’s been a while since I’ve posted anything. I spent the past month traveling to San Diego and Denver, partaking in Netflix binges (Sense8, anyone?) and brewery shenanigans, and researching how to implement the flipped classroom model for the first time: all very important summer activities for a teacher blogger.

But now the first day of school is nearly upon us, which means it is time to get back to work. As you may already know, I’ve spent a lot of time thinking about how to flip some of my lessons this summer. Since I’m to teach ninth grade for the first time this year, I figure this is the best time to flip since I need to develop new curriculum resources anyway.

Initially, I didn’t think flipping would be too much of a shift. I’ve always been a tech savvy teacher, so flipping some of my lessons seemed like a natural next step in my professional development. Alas, the more I’ve read, the more I’ve learned; the more I’ve learned, the more I’ve realized what a large task I have in front of me.

Have I wavered? No! Have I procrastinated? Yes! But I’m done with that now, so bring on the flip!

The first thing I’ve discovered on my flippin’ journey are Twitter hashtags #fliplearning and #flippedlearning. Why are there two (or more) hashtags and not one? Because it’s Twitter, and the hashtag you use depends on how many characters you have remaining in your sweet little tweet. As a novice Tweeter, I’m amazed at the number of (free!) resources available to teachers swimming around the Twitterverse.

People have a lot to say about the flipped classroom model, and many educators have taken it further than I ever imagined. When used with fidelity, flipped learning changes much more than content delivery. I’ll admit, it’s a bit intimidating: kind of like watching a professional skateboarder land a Stalefish Grab when you’re barely able to stand up without banging your head into the concrete (and yes, I did just Google “fancy skateboarding trick” to come up with Stalefish Grab).

Skateboard Slay
Reading about the flipped classroom model on Twitter
How I imagine my first flipped lesson IRL
How I imagine my first flipped lesson IRL

But, since success is almost always a product of failure, I’ve brushed my survival instincts aside and made three major adjustments to my plans for the first few weeks to allow for flippin’ scaffolding!

Flippin’ Adjustment #1: Watch the first few videos in class

One of my prized Twitter finds is a podcast called The Flip Side with Jon Bergmann. The episodes titled “Flipping Your Class? Do This, Puh-Leeze Don’t Do That” Parts One through Five have been extremely helpful by answering my questions about video length and the importance of making them interactive and whatnot (more on this later). Most importantly, however, Bergmann stresses the importance of teaching students how to watch and learn from the videos. He suggests watching the first few videos in class so the teacher can model how to pause and rewind the video to clarify important points, show the students how to take notes, and teach them how to develop meaningful questions to bring to class the next day.

Flippin’ Adjustment #2: Hold the students accountable

Once you’ve taught the students how to learn from your videos, Bergmann urges his listeners to resist the urge to reteach the content from the video the night before. Since some of our darling students may not watch the videos on time (just as they don’t always complete their homework on time) we may be tempted to teach the content again in class, but that completely negates the flipped learning ideology. Plus, it encourages students who have watched the video to blow off the next one. Why watch it at home when you’re going to teach the same thing in class tomorrow?

Flippin’ Adjustment #3: Dedicate class time to applying concepts

Bergmann also cautions against the temptation to assign a video without in-class application. Yes, we have too much content to get through and too little time to get through it, but if students don’t have the opportunity to practice the concepts discussed in the video while their teacher is available to support their learning, they might as well not watch the video at all. The whole point of the flipped classroom model is to increase your one-on-one time with the students as they partake in hands-on learning in the classroom. Don’t treat your videos as substitutes for real learning.

Now that I’ve explored the flippin’ concept and adjusted my lesson plans, I can no longer delay the inevitable: I need to create my first flippin’ video. Gulp. So, to synthesize my learning and practice using iMovie (and procrastinate making an actual video to use with my students) I created a flippin’ video on how to make a flipped video! You can see the video below, or if you don’t have six minutes and thirty-eight seconds to spare just skip ahead to my checklist below.

Seven Flippin’ Video Tips

  1. Show your flippin’ face! Disembodied voices are creepy and boring and lack nonverbal cues that aid effective communication. Get over yourself and get in front of the camera.
  2. Vary your flippin’ speech! Avoid the “Bueller” effect and actually sound excited about your content. If you’re excited, the kids will be excited too. They’re just pretending to be bored.
  3. Record flippin’ everywhere! Have you ever been on vacation somewhere and thought, “Man, I wish my kids could see this.” Well, thanks to that handy-dandy smartphone in your pocket, they can! Pull out a video and record your thoughts. You can edit them down later.
  4. Make your own flippin’ videos! You know what your students need to succeed on your end-of-unit assessment, so you should be the one teaching in your videos. Students prefer to learn from their teacher. If there is an awesome video on YouTube that is completely perfect for your lesson, download it and cut to it in your video.
  5. Make them inter-flippin’-active! Accountability, accountability, accountability! Use programs like EDPuzzle (read my post on EDPuzzle here), TodaysMeet, PollEverywhere, or your favorite learning management system to give your students a reason to watch the video, formatively assess their learning, and give them a safe place to discuss the concepts from your videos online with their peers outside of class. Bonus: if you have the kids ask questions the night before class, you can review them and tailor your lessons and individualize your instruction.
  6. Include flippin’ note reminders! Students are kids, and they need constant skill reinforcement. Remind them to pause the video and jot down important information using your preferred note-taking system.
  7. Keep them flippin’ short! Again, students are kids, and they have limited attention spans. I’ve read that the average medical student has an attention span of only twenty minutes. Med students! They’re like, the cream of the crop! Bergmann suggests sixty to ninety seconds per grade level maximum, so if you teach tenth grade, keep your videos no longer than fifteen minutes. Also, don’t forget that students will have to pause the video to take notes, which will add to their viewing time. If they’ll need to take a lot of notes, try to keep it between five and eight minutes.

That’s all for today, folks! I’m going to attempt a video introducing Greek and Latin roots. Wish me luck!

If you want to read more about strategies using technology and the SAMR Model, check out my post on EDpuzzle or my post on updating EdTech PD. You can also read the first post in this series here.

Check out my next post: My First Flippin’ Video!

Professional Development 2.0

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Greetings, dear reader! I have a question for you. How many professional development (PD) workshops, seminars, classes, trips, etc. have you attended this summer? Zero? One? Two? Or are you crazy like me and working on your fifth? Here’s another question for you: how many times have you attended a hyped-up workshop only to not change your own practice? It’s okay. We’ve all done it.

I attended a Promethean training earlier this week, and half way through I had an AHA moment (pun intended – go Jags!):

Project-based professional development workshops are much more effective than traditional, lecture-based professional development seminars.

How do I know? Because I was halfway through a traditional, lecture-based Promethean workshop, and I was bored to tears. Instead of learning strategy, I was stuck listening to a long, drawn out explanation of what a paint bucket does in ActivInspire. All I really wanted were ideas on how my Promethean Board could improve my teaching and deepen student understanding, but my idea factory was experiencing a forced furlough due to paint buckets and shape tools.

Two weeks ago I started the SAMR EdTech Series as a way to cope with the overwhelming amount of ideas threatening to consume my soul. Where did these ideas come from? My district’s Teacher Summer Tech Camp, of course! It was the best PD I’d ever attended. Instead of learning about tools, we learned about strategies, and in learning the strategy we learned the tool.

AppSmash! Teaching Perspective with ChatterPix, Tellagami, and iMovie

One such breakout session required us to create a perspective video using ChatterPix, Tellagami, and iMovie on iPads. Initially, I wasn’t sold. When I was asked to download ChatterPix and Tellagami, I knew this lesson would be geared toward elementary audiences. Nevertheless, I decided to stick around and give it a shot.

First, we watched a sample video in which an elementary student used ChatterPix and Tellagami to create an informative newscast on zoos. The news anchor was an avatar created through Tellagami. She interviewed different zoo animals – created through Google images and ChatterPix – about their experiences living in a zoo. The animals explained why zoos were bad from a first person perspective. They each responded in different voices (with lots of sass), and their mouths actually moved as they spoke! It was very cute.

After watching the sample video, we were asked to create our own. The instructors quickly walked us through the basic process of creating an avatar on Tellagami before giving us time to record footage for our own perspective videos. Then, we repeated the process with ChatterPix. Finally, we squished the videos from the two apps together using iMovie.

Why did it work? Because the focus was on what we could do with the tool, not on the tool itself. Since we spent most of the session time creating our own videos, the instructors were free to help individuals struggling with the programming while the rest of us were absorbed in our own projects. They understood that many of us would be able to figure out how to use the tool on our own, so they didn’t force us to listen to a remedial lesson on shape tools and paint buckets unless we needed it.

My AppSmash video is below. It’s a little creepy and a lot cheesy, but you get the idea.

While the I initially thought this would only work for elementary students, creating my video made it clear that secondary students can learn a lot from this activity as well. By having different characters from different books interact with each other, the students can explore how different texts explore similar themes, compare and contrast characterization techniques, and have a lot of fun in the process.

Using Keynote and iMovie to Reflect on Learning

I also attended a couple of breakout sessions on Keynote and iMovie. Initially, I didn’t have high expectations for these sessions. What can I say, I’m a tech snob. Keynote? Psh. I know how to use Keynote in the classroom: to make slide shows! Duh! And iMovie? Easy. There were limited breakout options though so I attend the sessions anyway. I figured I might learn something.

Learn something I did.

Like the AppSmash lesson, these sessions didn’t focus on iMovie or Keynote. They focused on strategies, specifically science labs.

Documenting Water Tension with Keynote

For the Keynote lesson, we were each given a cup of water, a water dropper, a paper towel, and four coins. We were told that we were going to experiment with water tension and document our findings using Keynote.

Apparently, Keynote can be used for more than slideshows. Who knew?

Curious? Check out my partially completed presentation lab notes in the video below.

Parachute Building: A Documentary

For the iMove lesson, we were given a coffee filter, four pieces of twine, a paper clip, and a binder clip. We were then told that we had five minutes to build a parachute. We were to use our iPads to take pictures and videos of our progress. We had another five minutes to test our parachute outside. When we finished experimenting, we used iMovie to create a documentary of our parachute experience.

My parachute video is below.

EdTech Speed Dating

Finally, after two days of breakout sessions we were given four or five hours to create something to use with our students. The instructors stayed on site to assist us if necessary. Camp ended with “speed dating,” which is exactly what it sounds like but from an EdTech perspective. We rotated from person to person and showed off our lovely techy creations. It was fun to see other teachers talk about flipping their lessons and putting more technology into kids’ hands. That’s where I learned about Aurasma (it is SO FREAKING COOL!), which I will write about next.

Why did speed dating work? Because we were able to collect more ideas, network with other tech savvy teachers in our district, and most importantly own the tool. Even though we weren’t given explicit instruction on how to use every feature every tool had to offer, we figured it out our own because we were motivated to do so. The tools were necessary to bring our great ideas to fruition and show them off to other teachers.

Final Thoughts

I keep reading posts about how difficult it is to actually get teachers to use available technology or to be innovative, and change is difficult and it takes time. A possible solution? Design PD that utilizes best practices. Ideas come from experiences, not lectures, so don’t give a lecture on how to teach without lecturing. Instead, provide teacher-centered PD that models new learning opportunities from a student perspective.

I created a handy-dandy chart highlighting the differences between traditional EdTech PD (Professional Development 1.0) and modern EdTech PD (Professional Development 2.0). Check it out below.

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That’s all I’ve got for you today! If you want to read more about strategies using technology and the SAMR Model, check out my post on using Animoto in the classroom or my post on EDpuzzle. You can also read the first post in this series here.

Check out my next post on practical tips for flipping your classroom!

Flippin’ with EDpuzzle

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Guess what, dear reader? I created a flipped video using EDpuzzle! It only took me an hour (and let’s face it, an hour is a bit too much time to spend on one, four-minute video), but I’m optimistic that I will become much more efficient at creating EDpuzzle videos, especially if I add questions, audio, and text to videos I create myself instead of the videos in the EDpuzzle library. Half the challenge was figuring out if I was using the right video, what to cut out of the video, what to include in my audio notes, and what questions to ask.

I couldn’t figure out how to embed my EDpuzzle video into this post, but if you click here you’ll be able to see my EDpuzzle video in a new tab.

If you’re wondering what I mean by “flipped,” you should check out this informative EDpuzzle video that compares and contrasts flipped classrooms and traditional classrooms.

Why EDpuzzle?

First of all, it is FREE! EduCanon is a similar program, but it’ll constantly pester you to upgrade to receive certain services. EDpuzzle will never panhandle its users.

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EDpuzzle Library – you can use any video from any of the sources on the left.

So Many Options!

As I mentioned earlier, EDpuzzle makes it easy for teachers to add questions, comments, and audio notes to a video. You can create your own video and upload it to EDpuzzle, or you can select a video from their extensive library.

Crop Videos

Crop a Video
Crop any video!

Have you ever found a YouTube video with useful information in the middle of the video, but irrelevant information at the beginning or end of the video? With EDpuzzle, you can crop a video down so you only use what you need.

 

Use Audio Track to Record Over the Entire Video

If you want your students to watch a slow-motion video of a bullet hitting an apple so you can discuss the transfer of energy or something, you can record your explanation over the video. This is a neat feature, but I wish it would let you record over only a portion of the video instead of making you record over the entire thing.

Keep it Personal with Audio Notes

Some videos use academic language that is just out of students’ reach, and some students need to hear you explain things multiple times before they finally get it (or tune-in). With EDpuzzle, you can interrupt the video with audio notes to re-explain concepts from the video using kid-friendly language. This could also simply act as a cue letting the students know what is or isn’t important. Audio notes are different from audio tracks because they stop the video to play the track instead of playing over the video. Even though they pause the video, audio notes do not tally into the total length of the EDpuzzle video.

Assessment and Accountability with Quizzes

This name of this feature is a little misleading because it allows you to do more than just quiz students. While you can make them answer multiple choice questions (I love the “no skipping” option!), you can also ask short-answer questions or leave comments to the right of the video.

Multiple-Choice: This is exactly what it sounds like. Ask quick, level one questions to make sure your students are paying attention, or ask level two questions that make the students apply the information covered in the video. You could also ask a series of questions before the video as a pre-assessment, then ask the similar questions again at the end of the video to track student learning. But be aware, EDpuzzle gives immediate feedback on multiple-choice questions. Students will know if they answered correctly or incorrectly as soon as they click continue.

Multiple Choice
I plan to use the multiple choice option to have kids predict the difference between subordinating conjunctions and coordinating conjunctions. Asking kids to make predictions increases engagement!

Short-Answer Option: This is also exactly what it sounds like, but when I flip my lessons I’ll use this feature to ask students what questions they have about the content. This will allow me to tailor the next class period to meet student needs. Hello, data-driven instruction! I know this is somewhere in the NM Teach Domains…As for me, I’m planning on pairing EDpuzzle with PollEverywhere or TodaysMeet so students can ask questions about content in real-time.

Open Ended Question
After the video covers the information kids need to test their predictions, they have to summarize what they’ve learned in a short answer question.

Comment Option: This is a neat tool that allows you to simply add a comment to the right of the video. Like the audio notes, this can be used to restate information in kid-friendly language but it targets visual learners more than auditory learners.

Comment
In this video, I used the comma option to restate the rule I want the kids to remember. I phrased the rule differently than the video to give the students multiple opportunities to learn the information.

Multiple Ways to Share with Students

Once you’ve finished creating your video, you can assign it to a class. This is important if you want to see your students’ results after watching the video. To set this up, students will have to create their own account (FREE!) and join your class using a unique code. Then, you just assign your video to a class!

Assign to Class

 

If you aren’t worried about student data but you still want to share your video with a large group of people, you can simply share a link or embed the video into certain platforms like Schoology. The data won’t be saved, but anyone with the link can see your comments and answer your questions.

Student View

When students are logged in, they’ll see their assigned videos and completed videos side by side, along with their scores on completed videos.

Student View 3

If students try to work in another tab while the video plays in the background, the video will automatically pause. However, clever students will quickly figure out that the video will keep playing if it is open in a different window.

Students may also realize that they need to rewatch a portion of the video again before they’re ready to answer a question.Rewatch Time If that’s the case, they can simply click the “rewatch” button and the video will start over from the last stopping point (question, comment, or audio note).

Viewing Data

On the teacher side of things, you’ll be able to see some helpful data and quickly grade short answer questions:

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IMPORTANT: Be fastidious when creating your multiple choice questions. Once you assign a video to a class, you cannot edit it, even if you realize that you neglected to change a multiple choice option from “correct” to “incorrect” as evidenced by this image.

Teacher View 3Just make sure you always double-check your questions before assigning a video to the class. Once it’s been assigned, you will not be able to edit it.

That’s all I’ve got for you today! If you want to read more about strategies using technology and the SAMR Model, check out my post on using PollEverything in the classroom or my post on Animoto. You can also read the first post in this series here.

Check out the next post in this series: Professional Development 2.0!

 

Poll Where? Everywhere!

polleverywhereTwo days ago I wrote about some of the basic concepts necessary for authentically integrating technology into the classroom. Today’s post is about a nifty web 2.0 tool you can use to enhance learning in your classroom. Introducing PollEverywhere!

PollEverywhere is a polling website that allows you to ask multiple users a question or a set of questions. On the surface, it is similar to other audience response systems such as Socrative and Kahoot, but dig a little deeper and you’ll discover a much sleeker program.

The First Day of School

Picture this: your freshmen walk into class on their first day of high school. You decide to use PollEverywhere as both an icebreaker and as an easy way to assess the students’ needs. The kids take out their SMS-enabled phones (flip-phones work too), you project a PowerPoint or Keynote presentation with directions for accessing the survey on the board, and they all take out their cell phones (you should probably have a conversation about appropriate cell phone use in the classroom first).

The first question pops up: “Which middle school did yPollEverywhere RealTime Responsesou attend last year?” The students use their cell phones to answer the question, and then the image on the board seamlessly changes to represent student responses in real-time. Cool, right?

Perhaps you also want the students to collaboratively create class norms. Just ask a short aimagesnswer question, and PollEverywhere will then automatically sort their answers into a word cloud, making it extremely easy for students to see what is most important to their peers. No more typing student responses into Wordle after school! 

Flip Your Classroom!

I’ve always wanted to try flipping some of my lessons, but the idea has always intimidated me a bit. How would I know if my students watched the video before coming to class? What do I do with the students who didn’t watch the video before coming to class? What programs do I use to make the videos?

I’ll write more about flipped classrooms later, but PollEverywhere has inspired me to actually try it this year. After assigning a video, I can have the students post questions to PollEverywhere before coming to class, or as a bell-ringer at the beginning of the period. If necessary, I can adjust my lesson for the day to reflect the students questions from the night before.

PollEverywhere and SAMR

So, how do my ideas for PollEverywhere fare against the SAMR Model? I’m not sure. PollEverywhere definitely passes the substitsamr_coffeeution stage because it acts as a direct substitute for having the students turn in their questions on a sheet of paper. PollEverywhere’s slick way of organizing and presenting data easily bumps it up to the augmentation stage, because it is much more functional and efficient than traditional paper polling. But does it “allow for significant task redesign” required to reach the Modification stage? I’m not sure. All I know is PollEverywhere will streamline assessment, giving teachers more time to adjust instruction to meet students’ needs.

Check out my post on using Animoto in the classroom! You can also check out my post on how the SAMR model can help you rock evaluative observations.

Doug, SAMR, and Me: Reflecting after a week of PD

Summer is officially here for most teachers across America (woohoo!) and unlike most summers, I decided not to take on the burden of a summer job this year. Doing so cleared up my schedule so much, that this has become one of the busiest summers of my career. 

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May twenty-second was the last day of school, and I’ve spent twelve of the following thirteen weekdays being professionally developed by organizations such as ABC Community School Partnership, College Board, Apple, Discovery Education, Promethean, and APS’s Vanguard Team. And I still have eleven non-consecutive days of scheduled PD to go. 

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Note to self: when scheduling PD next summer, leave buffer days for reflection and relaxation!

The best and worst thing about back to back PD is the overwhelming amount of new approaches to include in next year’s curriculum. I’m only half way through my jam-packed summer, and I already feel bogged down with ideas for the next school year. The past few weeks have been a whirlwind. So many new ideas! And strategies! And texts! And tools! And they’re coming at me so quickly that I’m afraid I’ll forget about something really cool before I’m able to include it in my plan for the new school year.

I’ve spent the past week learning all about new strategies to use with the technology available in my classroom. Now, before I continue, you should know that I describe myself a tech savvy, born-again, Apple purist, meaning I now own an iPhone, iPad, and MacBook Pro (well, it’s a school-issued computer but you get the idea). I try to integrate technology into my lessons as often as possible, and I rarely get excited about other people’s tech-strategies because I often feel like I have a better, techier (pronounced tech-E-er) way to do it.

But not this week. This week, I’ve felt a lot like Russell in Up when he and Carl Fredricksen meet Doug for the first time.

When it comes to new tech tools to use in the classroom, I’m sure many of you feel more like Carl Fredricksen than like Russell. I can think of a few Carl Fredricksens myself (Mr. Lee, anyone?).

Today, however, I started to feel a bit overwhelmed. There are just so many Dougs out there, all competing for my immediate attention!

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Me trying to simultaneously nurture all of my ideas on how to use Schoology, Animoto, PollEverything, Tellagami, ChatterPix, ClassFlow, EdPuzzle, lino, iMovie, Keynote, Pages, ActiveInspire, and…and…and…inhale, exhale. Inhale, exhale.

Consequently, I’m not doing what I’m supposed to be doing right now. They told us to focus on just one tech tool and design just one digitally infused lesson for the next two hours, but in order to sustain my sanity I’m going to use this time to start a series of posts on the awesome tech and my ideas from the past week so I can refer back to them later.

But first, the basic concepts of using technology in the classroom: The SAMR Model!

The SAMR Model: Bloom’s 2.0

When using technology in the classroom, it’s important to not just use it for the sake of using technology. I don’t knoScreen Shot 2015-06-12 at 9.02.29 AMw about other states, but New Mexico teachers will get a score of Highly Effective for Domain 2B on their evaluative observations if technology “is used skillfully by teachers as appropriate to the lesson.” If you’re anything like me though, Highly Effective isn’t good enough. You’re aiming for a score of Exemplary, in which case technology needs to be “used skillfully by teachers and students as appropriate to the lesson.”

At first glance, many of us (myself included) may think that our students are already using technology skillfully within our classrooms. I mean, they’re using Padlet to turn in their exit tickets! It’s like they’re slapping sticky notes onto a piece of chart paper, but they’re using technology! That qualifies as Exemplary for Domain 2B, right?

Wrong. This is where the SAMR Model comes into play:

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Click on the picture! It will take you to a student-created YouTube video that explains the model.

The SAMR Model is like Bloom’s Taxonomy for technology. Check out the SAMR image above. There are four levels of technology integration in the SAMR Model, just as there are six levels of thinking in Bloom’s Taxonomy, and like Bloom’s Taxonomy, all levels have a time and a place in the classroom.

The Padlet exit ticket I mentioned earlier would be an example of simple substitution – if you don’t take advantage of Padlet’s accessibility. But what if, as homework, we make the students refer back to the Padlet exit ticket and summarize all of the different responses into one concise paragraph? We’ve just moved on to augmentation! Padlet is still being used as a substitute for traditional strategies, but we have improved functionality through easy access for anyone with an internet connection. But don’t get too excited. It’s a step towards Exemplary, but it isn’t enough.

At first, the SAMR Model was a bit inconvenient. It reminded me that I wasn’t using technology skillfully enough to be considered Exemplary because I was hanging out in the substitution and augmentation range. Effective? Yes. Highly Effective? Maybe, depending on my evaluator. But Exemplary? No. Rude. After attending a whole bunch of mini-lessons on how to meaningfully incorporate technology into my lessons, however, I no longer feel like giving the SAMR Model the cold shoulder.

Tech Talk – Know the Jargon! 

I forgot to tell you! I learned a new phrase this week: blended learning. ooOoh! Some of you may be shaking your heads at me, wondering how the heck I’ve made it this far in my career without knowing the term blended learning. Have you ever skipped over an unfamiliar term while reading a text of some sort instead of stopping and trying to figure out what it means like a good little reader? I know I’ve heard the term blended learning before, but I’ve never used it myself or stopped to figure out what it means. Here’s a list of terms you may have heard or read without attempting to process the definition.

  • Blended Learning: This term describes learning achieved through a combination of face-to-face traditional instruction and technology-based instruction that happens outside of the traditional classroom. Websites like My Big Campus, Edmodo, Schoology, and BlackBoard are considered blended-learning environments.
  • Web 1.0: This term describes websites that behave like a one-way street. When using Web 1.0 tools, students are passive recipients of information. Think of Web 1.0 tools as teacher-centered lectures. There is a time and a place for them, but if used too long or too often they lose their effectiveness.
  • Web 2.0: This term describes websites that behave like a two-way street. When using Web 2.0 tools, students are actively engaged in both receiving information from the internet and interacting with others through digital means. Think of Web 2.0 tools as student-centered activities.

Fun fact: Web 2.0 was the one-millionth word added to the English language! 

Now that we understand the basic concepts of digitally infused classrooms, we need to put them into practice with concrete lessons. Originally I was going to include a list of ideas describing how I plan on using these new tech tools with my students next year. Seeing as how I am already over 1200 words, however, I think I’ll save the actual ideas for another post (or series of posts) in order to keep from overwhelming you with a bunch of Dougs all at once.

Doug = so-awesome-it's-intimidating technology
Doug = so-awesome-it’s-intimidating technology

Putting Theory into Practice: EdTech Strategies

Put theory into practice and read more from this series!

1) Poll Where? Everywhere!

2) Simply Animoto

3) Flippin’ with EDpuzzle

4) Professional Development 2.0

5) Flippin’ Flipped Learning, Yo!

6) My First Flippin’ Video…In the Classroom

7) Support Learning with Aurasma

8) Final Thoughts

Check out my running list of awesome teacher tech tools.

Pinterest 101

Only the cool kids are invited…

Like many people, I didn’t really feel the need to jump on the Pinterest bandwagon, but then I had to do a presentation on how to use social networking in the classroom. Pinterest is the third most popular social networking site behind Facebook and Twitter, and so, for the sake of research, I joined Pinterest. But here’s the thing: you can’t just join Pinterest because you want to join Pinterest. You have to be invited. I was slightly annoyed that I had to wait to start pinning stuff, especially because I had to wait only two weeks after requesting an invite. Good grief.

While setting up my Pinterest account I was pleased to see that I could link the account to either my Facebook or Twitter account. One less username and password combination to remember sounded great to me (although I usually use the same ones over and over again. Shh, don’t tell). I decided to go with my Facebook account since I am still getting used to Twitter, but Facebook and Pinterest must be in cahoots with one another because that dang Pinterest tricked me into getting Facebook’s timeline profile. Grumble grumble.

Regardless of the initial inconveniences, Pinterest is my new addiction. Before joining Pinterest I had seen an eCard that mentioned drinking wine while looking at Pinterest all day, so for the sake of research, I decided to pour myself a glass of Pinot Noir before diving into the world of Pinterest. Two hours and three glasses of wine later, I realized I had to stop wasting time on Pinterest and take care of my big girl responsibilities like doing the dishes and feeding the cat.

How it works

Basically, Pinterest gives people the ability to “pin” things they find on the internet to different boards. Think of these Pinterest boards as being digital bulletin boards, and you can have multiple boards to help you to organize your pins. Initially, I didn’t know what the topics of my boards should be, but Pinterest is nice enough to give you some ideas as soon as you sign up.

My Pinterest Boards

I now have a board for classroom stuff, a board for workout ideas, a board for literary references (this is currently my largest board, full of entertaining images referring to Harry Potter, The Hunger Games Trilogy, and The Outlander Series. I also have a few random book covers in there for good measure), and a board that I call “Bumper Stickers”. You may or may not remember when Facebook had a bumper sticker application about three years ago; this is basically the same idea. The great thing about boards is that you can do whatever you want with them. Get creative!

My “Literary References” Board

Stalk me on Pinterest!

Like Twitter you “follow” people on Pinterest instead of “friend” them. I had no clue as to whom l should follow when I signed up, but Pinterest was nice enough to suggest people to follow based on what I marked as my interests. This made my initial pinning experience a bit worldlier since I could see the pins of people I had never met. Soon after, I learned that since my Pinterest account was linked with my Facebook account, I could automatically follow all of my Facebook friends who also had a Pinterest account.

Pinterest Home Screen

If you follow someone on Pinterest, their pins automatically pop up on your home screen, much like posts on a wall on Facebook. You can “like” someone’s pin, or you can leave a comment on someone’s pin, however I’ve noticed that simply repinning a pin is the most common method of recognition.

So…what’s the point?

The purpose of Pinterest is not to share witty thoughts about everyday occurrences, nor is its purpose to share photos and news articles to document the events of an individual’s life. Instead, Pinterest aims to share various types of media such as photos, videos, websites, infographics, and more, with people who have similar interests. And I wonder sometimes if Pinterest aims to take over the world by distracting its users from their personal responsibilities in life…kind of like this Hulu commercial.

Teachers Can Use Pinterest for the Classroom

While I just sold Pinterest as an entertaining way to spend uneventful evenings, it does hold some potential for education. Teachers are using it to find ideas for their classrooms, but students are also using it as an instructional scaffold or as a form of assessment. As a language arts teacher, I am particularly interested in using Pinterest while teaching a novel. I imagine my students creating boards for the protagonist and the antagonist(s) of a novel and a board for the setting. Perhaps we could have a class board for the different books my students are reading independently, or a board for atrocious grammar mistakes the students see around town. The possibilities are only as limited as your creativity. To help inspire some new ideas, I have included this great infographic about how other teachers are using Pinterest.

 

Want to read more about how teachers can use Pinterest professionally? Check out this awesome post by Donna Miller Fry.

Eleven Quotes About Social Networking For Educators

As you may already know, my school district has recently adopted a web-based program called My Big Campus, which is essentially a social networking site for the classroom. You can read more about in my earlier post, Teacher, Meet Technology. Since incorporating the program into my classroom, I’ve began to realize the value of social networking to education. Below are eleven quotes about social networking that I would like to share with fellow educators.

Why teachers need to embrace social networking in the classroom and why administrators should embrace social networking as a professional development tool

1) “More companies are discovering that an über-connected workplace is not just about implementing a new set of tools – it is also about embracing a cultural shift to create an open environment where employees are encouraged to share, innovate, and collaborate virtually.” – Karie Willyerd & Jeanne C. Meister, Harvardbusiness.org

2) “It’s natural online to go to the place where people are already consuming media. It’s less effort than to ask people to leave an environment they’re already in.” – Cheryl Calverley, U.K.’s Senior Global Manager for Axe Skin

3) “Social media is about sociology and psychology more than technology.” – Brian Solis, Principal of FutureWorks

4) “Innovation needs to be part of your culture. Consumers are transforming faster than we are, and if we don’t catch up, we’re in trouble.” – Ian Schafer, CEO of Deep Focus

5) “To ignore social networking would be like early man ignoring fire.” – Barry Ross

Social networking and professionalism

6) “You can be professional while also ‘keeping it real’ with your customers. By interacting with customers in a less formal way, you’ll build a strong human connection that helps build brand loyalty.” – David Hauser

7) “How can you squander even one more day not taking advantage of the greatest shifts of our generation? How dare you settle for less when the world has made it so easy for you to be remarkable?” – Seth Godin, Seth’s Blog

How social networking can help you (and your students) succeed

8) “In the long history of humankind, those who learned to collaborate and improvise most effectively have prevailed.” – Charles Darwin

9) “Twitter represents a collective collaboration that manifests our ability to unconsciously connect kindred voices though the experiences that move us. As such, Twitter is a human seismograph.” – Brian Solis, Principal of FutureWorks

Why social networking isn’t a “quick fix” – you need to know how to use it

10) “Social Media can be an enabler and an accelerator of existing core capabilities, values, attributes, and plans. It can even be a catalyst for change. But it can’t magically create what doesn’t exist.” – Denise Zimmerman, President of NetPlus Marketing

11) “Social media is just a buzzword until you come up with a plan.” – Zach Dunn

 

iTube? No…YouTube!

I love YouTube. I am not the type of person who uses it every day or spends hours watching different videos, but I love how easy it is to find great videos and share them with my friends. Usually, I will get to YouTube videos through Facebook or Google, but once I am there I will watch a few of the recommended videos and post them to my Facebook page. However, I do try to be selective with what I share.

According to Zwiers and Crawford in Academic Conversations, “popular modes of communication, such as video, podcasts, written texts, music, and images are mostly ‘one-way.’” (2011) They argue that these types of videos have a static message that cannot be adjusted after conversations, so to speak, with their viewers. I originally expressed my disagreement with this statement in my blog, which you can read here.

Needless to say, I was thrilled when I read Prensky’s article, which states “Perhaps the thing about You Tube that is least understood by people who do not use it regularly is that it is not just one way, or one-to-many, communication; it is designed to be, and very much is, two-way…Many users post ideas and opinions, looking for feedback, and many get large numbers of responses to their clips.”

Well, well, well! Take that Zwiers and Crawford!

One trendy video topic is Sh*t (Social Groups) Say. I first saw one of these videos, “Sh*t Girls Say”, when visiting a couple of my friends. They could not stop laughing and joking about it, so they showed me the video. I thought it was funny, but I wasn’t as amused by it as they were. I didn’t think about it again until earlier this week when a friend from college posted “Sh*t Burqueños Say” on her Facebook wall. As a “Burqueña” I decided to watch the video.

I watched the video on Tuesday, and I loved it – not only because my students say this stuff all the time, but because I say it too. I linked the video to my Facebook wall, and by the next day the video had over 150,000 hits and forty-eight pages of comments. When I had first watched the video, it had less than one hundred hits. Now, according to my super-secret source, part two is in the works.

I think that one of the fallacies in Zwiers and Crawford’s argument is that they are looking at communication as being between two or more people, with one of the communicators being the original creator of the content. Their argument, simply put, is that the person who created the video, podcast, or blog must be engaged in the subsequent conversations – but this isn’t actually what happens.

Instead, the subsequent conversations occur between completely different people. The content creator (or facilitator) may chime in occasionally by responding to comments or posting a follow-up video, but most of the communication happens between the viewers. In the world of YouTube, the viewer’s respond through published means such as comments, similar videos, Facebook and Twitter shares, blog mentions, and more, but they also respond through unpublished means such as face-to-face conversations with friends, family, and co-workers.

Isn’t this what we want to happen both in and out of the classroom? The students, sparked by the teacher, drive the conversations while the teacher sits back and listens and silently assesses, only intervening when beneficial to the students. The important thing is that the students are talking about and responding to information that is read, heard, and viewed (and yes, that is a direct quote from the New Mexico ELA Content Standards).

Perhaps now I need to make a video titled “Sh*t Teachers Say.”Oh, never-mind, it already exists.

*Disclaimer*

I am not suggesting that we show these particular videos in schools. I am merely thinking about the sociological and educational implications of these videos. That said, it would be interesting to have students create a video of this nature about what characters say in a novel or story as a lesson on characterization.

You can watch some of these videos below (but keep in mind, some of them are stereotypical and offensive).

Sh*t Brides Say: http://www.youtube.com/watch?v=Ut8kwaKvZc0

Sh*t New Yorkers Say: http://www.youtube.com/watch?v=yRvJylbSg7o

Sh*t People Say on Facebook: http://www.youtube.com/watch?v=cVQeB_LlmRI

Sh*t Burqueños Say: http://www.youtube.com/watch?v=IucBp1yrr7A&feature=share

Sh*t New Mexicans Don’t Say: http://www.youtube.com/watch?v=ndbjEvN8AtM&feature=related

Sh*t Teachers Say: http://www.youtube.com/watch?v=yLXfwvaBXLc