digitalcitizenship

Updated from an original post on DefinedSTEM.

Technology creates many opportunities for teachers to provide innovative learning experiences for students. An even greater benefit is that these learning experiences can take place regardless of the time and place, and offer students more personalized opportunities for interacting with their peers and the content. With so many choices now available, sometimes deciding on a specific digital tool or a type of tool can present a challenge.

I am often asked about where a teacher should start when either implementing technology for the first time or creating a blended learning environment. What I suggest is to first think about some of the learning activities that are already being used in the classroom. What has seemed to work the best and what are some that possibly either take a lot of time to create or that don’t offer students a lot in the way of choices.

Another consideration is focusing on your goals and what you are hoping to accomplish by using technology. Is it to create an access point where students can ask questions, obtain class resources or interact with their peers? Or is it to provide students with different methods to practice the content and also to apply their learning in more authentic ways?

Here are four strategies for helping students to communicate, collaborate and create in the traditional learning space as well as beyond the classroom setting. By trying some of these ideas, you will see some positive changes that promote student voice, create more time for you to interact with and support students in learning, and it will help students to build digital citizenship skills as they learn to leverage the technology and navigate in the digital world.

Improve Communication Through Effective Technology Use

One way that I have used technology that has had a big impact in my classroom is by using a messaging tool. A few years ago I noticed a disconnect with students and the class, either they were absent and could not get materials or they had questions after the school day had ended. By using messaging apps, I can send reminders, answer student questions and provide feedback when students need it. You can also use some of these apps to connect with families as an alternative to email. There are a lot of options available and your choices will depend on the level and area you teach and whether your goal is to set up communication between students and you or with parents. I use Remind with students and parents, and BloomzApp is another option for creating a space to interact with parents. Either of these is good for providing students and parents with live feedback. It is easy to sign up for either of these using any device, and privacy and security are provided.

However,  I was recently looking at communication tools and thinking about promoting family engagement and came across ParentSquare before attending FETC in January. ParentSquare is more than simply a one-way communication tool. It is a multi-purpose platform with capabilities to facilitate communication, collaboration and increase family engagement in schools. ParentSquare is for use in grades PreK-12, geared toward streamlining parent notifications, increasing participation and family engagement in the school community and more. It can be used by students, teachers, staff members, administrators, and parents, and it creates a virtual space where so many vital communications and interactions can be completed. 

 

ParentSquare provides a consistent and reliable way to communicate within the school and school district, fostering and building the relationships that promote better communication, student success, and family engagement.

Enhance Collaboration Through Digital Learning Spaces

By establishing a specific location for students to access class resources, find out about assignments, and to ask questions, we can provide the support that students need to be successful. Some of the ways that I have used Edmodo and Google Classroom are to curate and provide resources, post daily assignments or reminders, announce upcoming class events, and to be accessible for student questions. Depending on the platform you use, it is easy to update the site and it is also a good way to help parents stay informed of what is going on in the classroom. It can be a collaborative learning space for students to interact with their peers or to connect globally using additional digital tools that are all housed within one learning space.  Tools like Edmodo, a blogging site, Google Classroom or creating a standalone website will help to create a connection between you, the students, and their learning.

Foster Active Discussions

Sometimes you may want to have students brainstorm an idea, participate in a scavenger hunt, share a learning experience, or just respond to a question. While we can always use the traditional tools for this in class, sometimes we may want the discussion to go beyond the class time and space. I would recommend trying either Padlet or Synth. There are so many ways to use Padlet, that if you want students to post images, record audio, upload video, or simply respond to a question, it offers all of these options in one tool. Students have come up with some great ideas for using Padlet, such as building a digital portfolio, creating a multimedia presentation, or presenting their Project Based Learning. It is a versatile tool that many educators may already be using, but may not be aware of other innovative ways to use Padlet.

Also by using Synth, a tool for podcasting, educators can provide daily class updates, add links or resources to supplement what was done in class, and even interact with other students in classrooms around the world. It enables discussions to happen at any time and is an easy tool to use for promoting discussions and helping students to share ideas. There are many ways that these tools can also add to the organization in the classroom by providing written or verbal directions and ways to reinforce instruction.

 

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Enhance Visualizations and Presentations

Some students are visual learners and having tools which enable them to display different types of information and content, they will be able to retain the content in a more authentic and meaningful way as they create. Infographics are useful for so many class assignments and projects that are student created, but they are beneficial for teachers to create a course syllabus, make visuals for the classroom, or to create a flipped lesson and display all of the learning materials in one graphic. Beyond creating representations of learning, they are useful for sharing information and offering ways for students or parents to contact you or access class materials. Some of the options available are BunceeCanva, Piktochart, Smore, and Visme. It is always good practice to learn with and from the students, so try creating some new materials for your classroom as well. Perhaps create a class newsletter, or make some signs that will be useful for your learning space.

 

 

There are many ideas for how to expand the learning space and to set up different learning opportunities for students. These are just a few of the ideas that we have used and that have worked well in our classroom. Sometimes we just need to brainstorm a little or, if you want to find new ways to use some digital tools in your classroom, try asking your students. Students come up with really creative ideas and by involving them in some of the classroom decisions, they will feel more valued and have a more meaningful learning experience.

 

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There is so much discussion going on today about Augmented and Virtual Reality and how it can be used for education. I have signed up for a lot of alerts to keep me informed when new AR/VR tools come out or there is news about schools around the world and how they are using augmented and virtual reality to amplify student learning. Alerts arrive throughout the day and one thing is clear, these tools have tremendous potential to really engage students in a completely different kind of learning, giving them more control in the classroom.

Learning Curve

Because the concept of augmented and virtual reality seems so detailed and can be hard to grasp if you’ve not had experience with either of these, people tend to think that using these with students might be difficult or the learning curve might be too steep. Time is a huge factor when it comes to deciding what tools and methods to use in the classroom and I’m sure that there is not a single teacher who hasn’t occasionally said, if not on a daily basis, “I wish I had enough time to…” There’s always something they want to learn, something different to try that might have been on their to-do list for a really long time but they just have not been able to devote any time to it.

The great thing about tools like 3D Bear is that teachers don’t really have to spend a lot of time trying it out on their own or figuring out how to get started using it. This is what we want our students to do. We want to put tools that can engage them and more authentic and meaningful learning in their hands. Students learn more by doing and having opportunities to engage in hands-on activities, where they control the direction their learning takes. We cannot give students the answers or always show them how to do something, they have to experience some struggles. They will need to know how to problem solve, collaborate, communicate and to even create on their own as they are preparing for the future and life in general.

When thinking about adding some new technology into the classroom, we really need to focus on the why behind choosing a specific tool or method. What makes it different and what can it do differently for students, that can enhance the learning process and go beyond the traditional methods that are already being used in the classroom. What sets it apart from other options or methods you have been using? I think the answer is clear. We should select tools that help us move students to a more active role in the classroom rather than passively learning. By having students become the creators and immerse in a new learning environment, we will provide them with voice and choice in learning and lead them to explore through emerging trends in education.

Why 3D Bear

When I finally decided to get my new iPad this summer, I couldn’t wait to try out the different augmented reality apps. Actually, the whole reason that I bought the iPad was for this purpose. The first app that I tried was 3D Bear. I did not look for any tutorials, simply started clicking the options and found that it was very easy to use and a lot of fun. I was able to quickly figure out how to add items and manipulate them in the space I chose. Seeing the group of bears dancing around the middle of my table was fun. I could immediately see the potential for student learning regardless of the content area or grade level taught. Students can use it to create 3D objects in different spaces and have the opportunity to record a story to go along with it. The potential and power of storytelling in AR is awesome. What better way to have students represent their learning than to design their own story and deciding what to place in their environment and then creating a narration to go along with it.

Ideas for the Classroom and Getting Started

With so many new technologies entering the educational setting, it can be challenging to figure out which might be the best for your students. So we always want to focus on the “why” and determine what purpose will it serve that will amplify student learning. Being able to interact with and create a new learning environment through 3D Bear, will help students develop so many of the skills they need to be successful in the future. There are a lot of options for having students learn through 3D Bear. A nice feature is having access to ready-made lesson plans that can be used in any level which focus on content such as Social Studies, Math, Science, ELA and STEM, and STEAM-related topics. The lesson plans include different resources, worksheets, and links to other helpful reading materials. We can give students the opportunities to create, design and re-enact events in a more engaging way.

Features The best part of 3D Bear is the number of choices available for students and teachers to select from. There are a diverse group of objects that can be added in to create a story, making it easy to integrate this tool into any content area. Some of the object types are People, Garden, School, Animals, Holidays, Household, Emotions and even a category of funny items. There are a lot of possibilities for students to really create something authentic and meaningful when they can choose the objects to use and how to set up their scene for storytelling.

Once you log in, getting started is easy. Simply follow the tutorial that guides you through the creation process, showing you how to use the different tools to add objects and to manipulate them as you create. Or if you want to skip the tutorial, you can get started on your own. It is user-friendly and you can create something in a short period of time. There are also short video tutorials available on the 3D Bear website to help with designing, setting up classes, and exploring the lesson plans and teacher dashboard. Teachers can quickly create a class, add students, and edit class rosters directly from the app.

5 Ideas to try

  1. About Me: Getting to know our students is fundamental to our work in the classroom. Why not have students use 3D Bear to tell a story about themselves. With so many things to choose from, students can design something to reflect who they are, share their interests and even record a narration to explain. It will be fun learning about the students using AR to tell their story.
  2. Recreate an event: Depending on the content area you teach, why not have students recreate an event that they learned about, but tell it using different characters or themes so that they can attach more meaning to it and retain the content better. It can be fun to have students work together to come up with a twist using the augmented reality features. Learning about a famous historical period? Have students use the holiday theme or funny characters to explain key events or topics and then add narration to clarify if needed.
  3. Design a new space: Give students an opportunity to create a “dream house”, a new school, a new building for their town or even somewhere they would like to explore. With so many options available to choose from, students will be tasked with problem-solving, critical thinking, and collaborating to brainstorm ideas with their peers. It will promote creativity and give students the opportunity to dream big and use their imagination to come up with innovative ideas.
  4. Explain an idea or concept: Students can take a concept learned, maybe something in science class or in a math class and use the objects to create something like a biome or a diorama, or simply to visually represent something that is easier to understand by looking at it in 3D.
  5. Special events: Something fun might be to use 3D Bear to advertise an upcoming school event or a class activity instead of the traditional flyer or newsletter format. imagine what members of the school community would think if they were able to learn about a school event by exploring it through augmented reality. There are so many choices available that it just takes a little imagination to come up with a new way to use the tool.

As teachers, there are so many things that we are responsible for and have to keep up with, that it can be difficult to stay current and relevant with all of the emerging trends when it comes to technology. Fortunately, there are tools like 3D Bear that make it easier to get started with and that provide innovative ways for students to learn. It just takes a few minutes to get started and then give the students time to explore on their own and with peers. Sign up for the teacher trial at 3D Bear! Let me know how you use it in your classroom!

 

What Are The Benefits Of Student Blogging?

What are some ways to assess students and engage them more in conversation? How can we help students to become more confident in expressing their ideas and more comfortable in sharing their ideas in and out of class? Good question.

As I have reflected more on my practice over the past couple of years, I have realized that I needed to make some changes. One of the most important areas has been finding ways to better differentiate and personalize my instruction and to empower students to take responsibility for their learning and have an opportunity to express themselves more.

Teachers have so many options to choose from when it comes to technology, and it can be a challenge to decide where or how to start. The best advice I can share is to find one area that you feel like you can improve upon, or maybe there is something that takes a lot of your time or does not offer students enough opportunities to participate in class, just to name a few.  A couple of years ago, I started to have my students blog. I had read blogs for several years, had only recently started writing my own, and thought they offered a great opportunity to learn about a lot of different topics in short passages.

While tremendously beneficial for the reader,  it seemed like a great way for the “blogger” to share ideas and even helpful hints to anybody who wanted to learn just a little bit more about a topic. Blogs are great for those who do not have time to read a book and want to follow or learn about specific topics.  It is also a great way to express oneself. With this in mind, I started having my students write blogs in Spanish and I chose Kidblog for them.

Choosing A Blogging Platform

There are many blogging platforms available, depending on your grade level, the specific platform needs and also funding if needed.  On a personal level, I have used Blogger, Word Press and Edublogs. These are great options and there are many other ways to share a blog, and depending on what your personal needs are and how you would like to incorporate blogging into your classroom, you may decide to use any one of these. But for my students when I started, I began with Kidblog in my Spanish II, III and IV courses.

At first many of the students were quite apprehensive about writing and worried about who would be reading their work and there was the fear of writing correctly and making mistakes. These are all common concerns for anybody when confronting something that’s new and different than what has been the traditional way of doing things, especially when it comes to the classroom setting.

I had never written a blog myself until I was asked to write one for a few Edtech companies and share how I was using the tools in my classroom. I was apprehensive at first, having no experience writing a blog at that time.  I was not sure where to begin nor how I would write so many words. However, it’s true what they say, once you take that first step you can keep moving. It’s just that getting started is the most difficult part, finding the right words, learning about your writing style, it’s all part of the process.

What Are The Benefits Of Student Blogging?

The blogger has the benefit of improving writing skills whether in basic grammar structures in English or learning foreign language skills as is the case for my Spanish students, or for other courses, learning to write in a specific way whether it be persuasive text or narrative for example. And the theme can be relevant to any course or personal interest topic. An additional benefit is the ability to share ideas and experiences, enabling people to learn from each other.

Blogging enables you to write freely about your ideas and thoughts, and you can choose to share them or you can keep them private, but the end result is that you have a way to express yourself, be creative and can then use it as a means for personal growth and reflection.

All of my students in Spanish II, III and IV have accounts for blogging and sometimes I will give them a prompt and other times I leave it up to them to write about whatever they feel like writing about. I do set guidelines for the blog to be a certain length, a number of words, or specific verb tenses, but I really want it to be a way for them to express themselves, be creative and have it be more personalized.

Getting Started

Before we begin blogging and throughout the year, I continue to emphasize that it’s really important to remember a couple of things. The purpose of the blog is to work on writing skills and that means their own skills and not those enhanced by trying to use a translator. They need to put forth the effort and try to write in Spanish, in my case, while keeping in mind some of the grammar, vocabulary, and verbs that we have learned in class. And finally, they need to read the feedback from me, or if they are paired with a classmate, peer-review and not worry about any errors.  I reinforce that we’re all in this together to help each other learn and grow and that it’s okay to make a mistake.  While my experience is with students studying a foreign language, you can apply these same parameters to any course.

I use the blogs as a way to have them work with a new vocabulary unit on their own. I let them get into small groups and take turns writing and then commenting on blogs, but either way, I read them all. I can learn more about what their needs are in terms of language skills, but I also learn more about them as a person and it helps to build relationships with them as well.

Final Thoughts

Blogging can be used for many purposes and can be a regular activity or maybe it’s something that you would do occasionally, depending on your class. It could be a great way for students to write their interpretation of something they read in English or in a history course for example. I have written blogs for graduate coursework and at times, I am still apprehensive because I am putting my ideas out there for somebody else to read and I think it’s natural to feel a little bit afraid of expressing yourself openly, but that’s what the purpose is.  We need to feel free to share our thoughts, to communicate with others, and to build connections.  These are all important parts of the learning process.

So think about blogging.  Whether it means you find a blog to read, start to write your own blog once a week, once a month or try it out in one of your classes. I will tell you that it can amount to a lot of reading when you have your students do it, but it’s completely worth it for you and for them. And don’t be afraid to take a chance with it, we learn from our experiences and we reflect and continue to grow.

Among the benefits of students blogging?

  • Student autonomy and student engagement
  • Promotes student choice and builds confidence in writing and in communicating
  • The natural “cognitive load” of the writing process. Writing is hard and writing that will actually be read by someone outside the classroom is another thing altogether. Students need to share their work.
  • 21st-century skills, collaborating, thinking critically, and publishing ideas with authentic audiences.
  • Opportunities to practice digital literacy and citizenship, very important to include in our classroom.

If you have any questions or comments I’d love to hear from you, happy blogging!

Assessments used to track student progress are certainly not new to teachers. However, it is important to consider that if you consistently use the same tool for assessment, these materials should be curated and referred to throughout the year. This ensures a conversation can happen between teachers, students, and guardians, reviewing  progress and growth.

Kidblog offers extended options for promoting student choice, giving students ownership in learning, and facilitating communication between home and school (family engagement in learning is critical for student success).  Over the years, I have tried to encourage students to keep prior assessments or writing assignments as artifacts of their work to share with families. It wasn’t long before these papers were misplaced and the opportunities for review, reflection and growth disappeared. Using Kidblog’s built-in digital portfolios empower students to self-regulate learning and develop their metacognitive skills. It also allows a conversation between student, teacher, and families happen.

Tracking growth in a more accessible way

There are many benefits of using safe student publishing that go beyond simply blogging and improving communication skills. Through Kidblog, students gain the tools necessary to prepare for their future with the skills they need to be successful.

  • Promotes digital literacy and citizenship: Blogging engages students in building their writing skills whether it be basic English grammar, practicing foreign language skills, or learning to write in a specific format such as a persuasive text or narrative. Students can share their posts with classmates and provide feedback to one another. Peer assessment builds student collaboration skills and promotes digital citizenship and the responsible use of digital tools.
  • Track their growth: Students build their online presence and create their own space unique to their needs. They develop confidence as they become more creative in their expression and learn to self-assess with each blog post they write. Because Kidblog offers a safe learning space, students can get started by writing posts that are private, visible by the teacher, and then continue to grow their audience, sharing their work with classmates, connections, and beyond. Using Kidblog across multiple courses provides students with an even greater opportunity to track their progress across the course of a semester, school year, or even year-over-year.

 

  • Build relationships and become confident learners: Receiving feedback throughout the learning journey is critical to student growth. However, some students may be hesitant in sharing their thoughts with their peers in the classroom. Through blogging, when students create their own online space, they can comfortably begin to develop their voice, express their thoughts in a personal space, and become more confident learners. The relationships that form by sharing their work at first with their teacher and then by publishing it to a larger community have a tremendous impact on student growth. Publishing work to a wider audience benefits the student through the additional feedback that can be provided. Students know their work is having an impact on readers.
  • Goal setting: When students consistently create through blogging, they can use their history (in digital portfolios) as a guide to push forward with goals. Each student can use Kidblog as a space to set personal learning goals. By publishing their goals in the class, they are held accountable and, in turn, will be motivated to hit those goals. Preparing students for their future requires that we provide opportunities for them to learn responsibility, to work within a schedule with different tasks and timelines.

 

  • Personal expression and growth mindset: Kidblog provides a space for students to explore their passions, be creative, and reflective. Students have the opportunity to share these passions with the world, and hopefully, make a connection with another student based off of these passions.

 

Consider adopting Kidblog as your tool for promoting student growth and formative assessment. Teacher premium memberships are a great way for an individual teacher to pilot Kidblog in all their classes, with benefits like automatic digital portfolio curation for your students, a class page, moderation tools to customize your audience levels per post, and so much more.

5 resources to help students — and teachers — understand copyright law

Originally posted on ISTE 

As educators, we provide opportunities for students to research and create using new media and technologies.

When students create a presentation, make a video or write a report, it is important that they understand not only how to evaluate the sources of information, but also how to properly cite where they obtained the information. Students also need to understand how to access information, repurpose various media and create their own works while respecting the laws of copyright.

It’s our job to model responsible use for students and guide them to find resources.

Keeping track of copyright law can seem daunting, but it doesn’t have to be. There are quite a few quality resources to help you ensure that your students are practicing good digital citizenship. Here are my five favorite resources for understanding and teaching copyright law:

Common Sense Education.

This is the education arm of Common Sense Media. It provides resources and activities that help students develop a better understanding of copyright as well as topics related to digital citizenship. Some of the activities include self-directed activities, where students respond to prompts that help them to navigate through online safety and copyright issues. The site also offers a series of videos that can help students — and educators — understand the ins and outs of copyright.

The Center for Copyright Information.

The site provides information and resources to help students, parents and teachers understand how to access information and how to properly and legally use it. The site offers videos with explanations of copyright infringement, how copyright alerts work and many links for how to search for digital media, including movies, TV and music.

21things4students.

This site, which earned the ISTE Seal of Alignment for Readiness, allows students to learn 21 themes related to using digital media, several of which cover copyright and other ethical issues. Students watch a video and then work through a series of tasks to achieve a goal and level of completion. For some tasks, students can earn badges and print a certificate.

Internet Education Foundation.

This site provides resources and lessons to help students learn their rights and responsibilities under copyright and fair-use laws. The emphasis is on helping students become good critical thinkers and active contributors and savvy consumers of digital media.

Brainpop.

This paid resource for educators has an entire section on copyright and fair use. Educators can post assignments on movie making, coding and more that help students learn about copyright. Students then complete various activities, like making a video, that demonstrates their understanding of copyright and fair use while allowing them to express their creativity.

As educators, it is our responsibility to provide opportunities for students to interact online, to be creative and to develop the digital literacy skills they need for the future. To do this, we need to provide resources and teach them how to better understand copyright law.

 

by Rachelle Dene Poth

It is amazing today what we can accomplish through the use of technology. Past methods we relied on for communicating with friends, family, other schools, and abroad were limited to telephone calls, letters, meeting in person (if geographical location afforded this), for a few examples. When it came to learning, our opportunities for connecting students with others were limited to classrooms within the same school or a nearby school. These interactions had to be set up in advance either by making a phone call or even sending a letter in standard mail. (This goes way back to  my own elementary and high school experience, we did not have cell phones or the Internet and I am not sure about fax). Finding ways to create diverse learning experiences, took a good bit of time and collaboration for everyone. Schools needed to set up transportation, plan the schedule and other logistics, and of course the purpose had to be for a beneficial learning experience if it meant disrupting the school day.

We can provide so many more activities and learning experiences for students today, and they can be carried out with little to no real pre-planning, because of the diverse tools we have available through technology. Whether we use a form of social media or connect with a member of our PLN, and try using a tool like Voxer, or Slack, we can have a quick conversation instantly. Differences between time and place do not matter anymore, there is not even a need to move groups to different locations. We can simply talk, share images, livestream videos, use web conferencing, collaborate to add resources, (anything is possible) for us to quickly connect our classroom and our students, with another classroom and students somewhere in the world.

How we can open up these opportunities

There are many options for encouraging and supporting our students as they become globally connected. We should promote these connections so that students can develop a broader understanding of diverse world cultures, perspectives and have an appreciation of different experiences. With so many resources available, we have the ability to truly bring learning experiences to life, immerse students into different cultures and parts of the world, by simply connecting. It just takes one step.

Some examples of how easily this can be accomplished are by using some of the web-based tools available to teachers and students today. Through the use of video tools, many of which are available as free platforms, classrooms can connect with others throughout the world, regardless of differences in time and place. You can truly see what others experience in their day-to-day learning and living, and engage in conversations in real time.

Students can participate in activities like a mystery Skype or collaborate through a discussion, by using tools such as  Padlet or Flipgrid or use something like Appear.In or Zoom, for a live interaction or even Google Hangouts. These are just a few of the many options available to classrooms today. To promote conversation without video, we can use collaborative tools such as Padlet, Gecko or even a class Twitter account, (depending on grade level), as ways to have students connect through writing. In addition to learning about different cultures and establishing global connections, we can build other critical skills like communication and collaboration, digital citizenship and help to engage students more in the learning environment.  Imagine being able to have a conversation with people from 80 different countries at the same time. Regardless of geographical location or time zone, everyone can connect using one of these forms of technology and the many others that are out there.

Getting Started

Connecting globally requires that we as educators be connected. It always starts with us to set an example for our students. We have to build our own professional and globally connected network so that we can provide these learning opportunities to our students. It is worth the time, the risk, and the effort to seek out learning communities and build a community of support. We become stronger and better together, and when we collaborate to provide opportunities for our students to learn from other students, to gain new perspectives, to experience the multitude of ways of collaborating and communicating globally, we take their educational experience to a whole new level. Become a more globally connected classroom today.

 

Start by joining in on Global Maker Day!

Updated from the Original Post on Getting Smart, January 19, 2018

Looking for new ideas to try before the end of the school year? If you have not tried some of this, now is the time!

There are so many digital tools available today that offer opportunities for promoting student creativity, student voice, and expanding where and how students learn. I had my own list of the tools that I found made a big difference in my classroom, but decided to ask students for their input.

Here is a list of tools to try in 2018, (or to try before the end of the year, let’s keep learning!)

Each of these offer multiple ways for students to create, connect and engage in more authentic learning experiences.

Promoting Connected Learners

We were able to take our learning to a whole new level this year through Project Based Learning (PBL). Using these tools enabled us to connect with students from several Spanish speaking countries, which created tremendous possibilities for more authentic learning and broadening our cultural understanding.

1) Edmodo: Virtual learning space, where teachers can set up a digital classroom to connect students with the resources they need, in a safe learning environment. Edmodo can be used for assessments and integrates with Microsoft Office and Google, making it easy to share files with students. Students relied on Edmodo to connect with students in Argentina, Mexico and Spain for their PBL. One student said “these connections enabled me to sculpt my PBL, and learn in ways that books, videos and regular classroom lessons cannot provide.”

2) Flipgrid: Video response tool, which became one of the most talked about tools this past year after launching new features, making it even easier and more fun for students to share their ideas. Students can record up to a five minute response, add emojis to their photos and access the “grid” quickly through a grid code. It is a great tool for helping students to become more comfortable and confident in sharing their ideas and sparking curiosity with their peers.

3) Padlet: Padlet, a virtual wall, is a favorite in our classroom. Students can create a digital portfolio by uploading files and links to projects, curate resources for PBL, or have discussions with classrooms around the world. Other popular ways to use Padlet are to ask questions, post homework, or as a classroom website. Newer features include being able to “like”, “grade” or “upvote” a post and directly transfer posts to another Padlet wall.

4) Recap: Recap 2.0 is a free video response tool, which integrates with Edmodo, Canvas, Schoology, Google Classroom and Blackboard, making it easy to implement right away. It provides a comfortable way for teachers and students to ask questions by setting them up in a “Queue”. Students can submit questions and receive direct feedback, in a safe moderated environment.

Tools to Engage Students in Learning

5) Quizlet Live: Quizlet Live is a fun way to encourage student collaboration by playing a team game using a set of Quizlet study cards. Teachers select a set of study cards, launch a Live game by providing students with a join code, and students are divided into teams. To play, you need at least four players and a study set with at least 12 unique terms. Only one member of the team has the correct answer and answering incorrectly bounces the team score back to zero.

6) Quizizz: Quizizz has launched some new features, including integrating with Edmodo and Google Classroom, which makes sharing or assigning games and reviewing results much easier. When playing live, students can see the class accuracy reflected as it updates the leaderboard live with each response. There are thousands of games available in the library, making it easy to get started or create your own.

7) Kahoot!: Some big changes to the layout and options of the platform make it easier to navigate and review questions in class. Teachers can now assign “challenges” to students as a fun way to practice by sharing a code. The new “Nickname Generator” creates fun and unique usernames such as “Mystery Panda” or “Fantastic Bat” to students. It definitely saves time rather than waiting for students try to come up with their own “creative” names.

8) Kidblog: Blogging has many benefits for helping students to express themselves and begin to develop their online presence. Teachers can provide students with a variety of writing prompts to not only assess student learning, but promote creativity, communication, collaboration and digital citizenship skills. With Kidblog, teachers can even AppSmash (use two or more apps or tools together to complete a task) by embedding other tech tools into the platform, such as Buncee, Flipgrid or by uploading images and documents directly from Google Drive.

Creativity, Assessments, Interactive Lessons and More

9) Buncee: Buncee, a versatile presentation and assessment tool, is great for creating multimedia projects full of animations, graphics, audio, and videos. Choose from thousands of templates, backgrounds, animations and other graphics to create invitations, classroom signs, and unique “Buncees” for any purpose. Buncee enables every student to find exactly what they need to add into their project and to bring out their creativity.

10) Formative: An interactive tool for creating formative assessments, for use in class or as student-paced practice. Students enjoy using Formative because they receive feedback quickly, they are able to “show” their work and when done as practice, move at their own pace. Teachers can create Formatives with different question types, content and even the ability to upload and transform files. Try having students create their own Formatives as a way to have more personalized and authentic practice.

Immersive Learning, Coding and Problem Solving

11) Nearpod: Nearpod continues to be a game changer in our classroom. It provides so many options for presenting material as well as assessing students through diverse activities. The chance to be immersed in the virtual field trips and explore places around the world is of tremendous value for students. Educators can quickly create interactive lessons which include multiple question formats, the ability to upload content, BBC lessons, PhET simulations, and even add in GIFS! Nearpod integrates with Google Classroom and Canvas, and most recently with Remind, making it even easier to share lessons. Nearpod also added 27 “College Tours”, available in VR, a great way to have students experience different schools by immersing in the campus, without having to travel the distance.

12) CoSpacesEDU: CoSpacesEDU provides students with a way to not only create their own “spaces”, but to be able to walk in the spaces created by their peers. To explore in VR (Virtual Reality) and problem solve by figuring out how to code using Blockly, offers students a truly authentic way to learn, create and problem solve. The Gallery is full of examples to get you started with ideas for your classroom. Use CoSpaces to have students represent a scientific concept, a book report, or create a scene representing something studied in any content area. Talk about creativity, imagination, innovation and critical thinking, and more all in one tool.

In the End

These are just 12 of the many tools out there for education. The most important thing to remember is the “Why”? behind using these in the classroom. While these 12 tools made a difference in my classroom, they may not have the same impact in yours, but I do recommend giving them a try. Think about the tools you are currently using to amplify or facilitate student learning. What is making a difference in how, what and where students learn? Could one of these be used in place of another, as a way to engage students more in learning, or even better, provide opportunities for students to move from consumers to creators?

My advice is to simply choose one of these 12 tools and give it a try. See how it goes, ask your students for some feedback, and then plan your next steps.

A Classroom’s Journey To Student-Led, Interactive Lessons

Written for the RUBICON SUMMIT

About two years ago, I found myself struggling to find ways to keep my students engaged in the lesson. I tried to get them involved more in class activities by offering more choices and providing opportunities for them to be part of the decisions made about what we were doing in the classroom. Why did I do this? Partially because I saw – and could feel – a decrease in student motivation and engagement. It was approaching the end of the school year, and the focus had shifted more to “when does summer begin?”

So I tried to do things a bit differently, think creatively, and take some risks. I wanted to keep us all moving, to finish strong at the end of the school year and begin summer vacation with a sense of accomplishment, to celebrate all that we had learned throughout the year and also what we had gained from these new experiences.

Educational Technology and Digital Tools with Purpose
Educational Technology provides so many resources that enable students to learn anywhere and at any time, and at a pace that is comfortable for each student. We can instruct from inside the traditional classroom, ​”​the brick-and-mortar​” ​as it is called, or from anywhere around the world. Using digital tools provides more differentiation and personalized learning, and provides opportunities for the students to move from consumers to creators. When students have choices in how to show what they have learned, they are more likely to be engaged and excited for learning. They will feel valued​,​ and the lesson and learning will be more meaningful because it has been made perso​n​al to them.

Creating Interactive Lessons
What did I change? I started by having my students create some interactive lessons using educational technology tools like Formative, Nearpod, and EDPuzzle, or even games with Kahoot! and Quizizz. It proved to be a very beneficial learning experience for all of us. By doing this, we had extra resources available that could be shared with students who might need some extra practice. I thought it went so well that I decided to take it a step further and start a “teacher for a day” activity during which the students create a lesson based on a grammar topic or vocabulary.

I stepped back and had the students lead our classroom. It was a really good way to learn a lot more about the students, to better understand what their needs were in terms of the content material, and for the students to learn about each other. Giving students the control and the opportunity to become the creators and leaders in the class has tremendous benefits and it has been something that we have enjoyed.

Giving Students the Control
At first when students created interactive lessons, I would launch the lesson and control it on the SmartBoard, but find ways to involve the student who created it during the presentation. I eventually decided to move aside, and took a seat in the back of the room, having the student lead the lesson, give explanations, answer questions, call upon students for answers, and provide feedback. Having the opportunity to sit back and experience this was tremendous. The students enjoyed the activity, supported each other, collaborated, and provided some positive feedback to each of their classmates. I was very impressed with how well they taught, led, and learned during each of the “teacher for a day” lessons.

Empowering Students in Learning
The use of these digital tools means ​that ​the “time and place for learning” is no​ longer​ confined to the ​traditional time and setting of the physical ​classroom​. It opens up the learning environment ​to​ anywhere​, at any time and at a pace that is comfortable for the students as well. Learning and having timely, purposeful and authentic feedback is critical ​for growth to happen. When we shift our focus to creating opportunities, giving students the control, leaving the decision making to students to choose ​how t​o show what they have learned, or ​letting them​ design their own assessments, they are more empowered in their learning.

What are the Next Steps?
Have a conversation with your students and ask for their honest feedback. What did they like? What did they not like? Which lesson or format seemed to help the most? What did it feel like to be in control, decide how to deliver the lesson, and experience being the teacher? You can have this as a face to face conversation, students can respond on paper, or use one of the many digital tools available for communication. No matter which way you choose, look to your students for the valuable feedback to decide your next steps. Be sure to ask yourself these same questions and continue to reflect on steps taken and progress made!

For more strategies about integrating technology into instruction, read Overcome

EdTech’s Problems With Blended Learning!

 

Posted on TeachThought, August 29th, 2017  (Thank you Terry Heick)

It started with a cross-class collaboration idea.

I was not sure the idea would work, but was willing to give it a try and it had captured the interest of students. I connected four levels of Spanish and created a team project using Google and Padlet so students could collaborate and share their work.

The experience went so well that it led me to think about other ways to engage students more in a collaborative online learning space. Students need to be connected with authentic learning experiences and develop digital citizenship skills, and to be given choices in learning. Trying to build on the prior project collaboration, I wanted to explore possibilities of using Google slides to have students work simultaneously on a whole-class project.

I asked the students if they had done any type of collaboration online like this before, and I was surprised that they had not. Knowing this pushed me more to decide that I should definitely create this learning experience with them.

Connecting students

I decided to try something more collaborative by using Google Slides. We are a Microsoft Office school, but many students use Google Drive on their own. I also use Edmodo in my classes and like the students to have experience with different kinds of tools. I like that students can work on a document or a presentation at the same time, as this substantively changes the methods and frequency with with students share ideas.

By having students create a class presentation simultaneously, the teacher can then take that extra time to facilitate their learning and interact with students to do something more specific, like assessing their content knowledge. Giving students the opportunity to work as a team toward one whole class project rather than completing individual projects opens up new and more engaging ways for the students to learn not only content or technology skills, or even ‘soft skills’ like collaboration, but also get to know one another more as well.

Connecting students with their peers promotes a friendlier and more cohesive class culture, and I think makes learning more authentic and meaningful for students. To be able to see what they are each working on and to be part of the whole class presentation in real-time requires constant interfacing of different personalities and skill levels.

The divergent interests, backgrounds, and experiences of the students in each class are emphasized in whole-class projects like this, which both strengthens the learning experience while also being more demanding of the technology.

When doing individual projects, it’s not always the case that each student has the opportunity to see the work of the other students. Doing this can be quite time-consuming and feel ‘wasteful,’ but the long-term momentum of successful projects that are as highly-visible as a whole-class collaboration are worth the time taken, and hiccups along the way, especially early in the year.

Our Presentation

To have the students practice the new chapter material on clothing and shopping preferences, I created a Google Slides template for a Fashion Show.

I set up a presentation for each class and shared it with the students. I provided instructions for what was expected for their slide, and reminded them to only work on their slide and respect the work of the other students.

For the fashion show, they were to choose a celebrity, find a picture and write a description in Spanish of the clothing that the person was wearing. They also had to write a few statements about where the clothing could be purchased as well as the cost for the items.

In doing this I thought it would be a great reference because the students could refer back to each slide, read the descriptions, and reinforce and review their content knowledge. Plus, depending on the types of clothing pictures the students chose, it could be a lot more fun–definitely more engaging and an interesting experience for all students than individual study.

This ‘real-world topic meets real-world technology meets whole-class collaboration’ ended up being a more authentic way to practice the content than even I had hoped, increasing the language and content retention for the students as well as teaching them new technology skills.

The students really liked seeing the Fashion Show displayed on the Smartboard, which was another opportunity to reinforce the vocabulary by asking students questions about each slide, reviewing the verb forms, and more.

For the most part, they did respect the work of their classmates. A few students enjoyed adding pictures of some celebrities onto the slides of their peers, which resulted in peers responding instantly and removing them–I didn’t even have to say anything!

A risk in giving open access to the editing of the presentation ended up being worth the risk taken, and was a way to teach lessons about digital citizenship as well.

Next Time

Always thinking of the next thing, I decided that perhaps another opportunity to work collaboratively would be to create a class review presentation for final exams. This might take more planning, but I think the long-term effect will be worth it.

This approach is a great way for the students to prepare for final exams and have a reference to review the material covered in the level 1 Spanish course. The idea is that each student will be assigned a slide and given a verb or grammar topic as well as some vocabulary to include.

For their slide, the goal is to teach a mini-lesson, provide references, include a video or link to a game and some sample sentences. Though I’m taking this approach to teach a foreign language, it could be used to teach, learn, or review almost anything, from math definitions and historical trends to literacy devices, phonics, word parts, and more.

I also hope that it will end up being a good way for students to have some personal instruction as well as a choice in what they are creating–and another opportunity for students to collaborate with their peers as the teacher shifts roles from leader to facilitator of learning.

PBLTT

Here is the first part of a series focused on some of the latest updates to four of the digital tools that we regularly use in our classroom. I admit that I may have been more excited than the students, when I came across these updates, but once we tried them in class, the students were just as excited for these new features.

First is Nearpod. Nearpod + VR College Tours and Remind! Nearpod has been a game changer in my classroom. Students have engaged more in learning when we do lessons in class and they are interested in creating their own lessons, and taking on more of a leadership role by running the lessons on their own. Nearpod continues to add new features, making it a versatile tool that provides an immense library of lessons to choose from and a wide selection of activities, content and other resources to include into each lesson. Over the past few months, Nearpod has made some updates and integrated new features into the already extensive platform. Some of the new features  launched include: having more than 50 video lessons available through the BBC, option to view in “Student Mode” on the Teacher Dashboard, PheT Sims interactive Math and Science Lessons, and  making lessons with these resources available for immediate implementation into class. It is easy to find lessons that pertain to different content areas and grade levels, and which include a variety of tools for assessment and for engaging students more in learning.

Nearpod provides a very user friendly interface, which makes it easier for teachers to start using Nearpod and to build comfort when designing their own lessons. It is also highly beneficial for keeping the students actively learning on days when teachers have to be away from the classroom, through the use of Nearpod for Subs.
Launching lessons can be done live, with a join code in class, or shared through
a link, social connections, or through Google Classroom. But there is a new
update that makes it even easier to share, and that is Nearpod’s integration of
Remind as a way to share lessons. By integrating with Remind, educators send
the link through Remind, enabling students to start the lesson whenever they can
and wherever they are.
Another recent addition to the vast Nearpod library are the College Tours,
available in VR. What a great way to have students take a look at different
schools, without having to travel the distance, and to be able to immerse in the
campus and look around. There are currently 27 different colleges represented in
the collection, which include Universities such as Cambridge, Oxford, UNAM and
Taiwan and Tokyo, to name a few. A really great addition to the Nearpod collection and I recommend checking out the tours, and you can even use these as a way to create a scavenger hunt for students.