Learning as I go: Experiences, reflections, lessons learned

Rachelle Dene Poth @rdene915 #FUTURE4EDU #QUOTES4EDU #THRIVEinEDU

#edtech #edtechchat

Student reflections

Published on November 30, 2016

By Formative Educator Rachelle Dene Poth

Technology has created so many ways for teachers to provide choices for students, enable learning to occur anytime and anywhere, and to also be able to further differentiate instruction for the students. In addition to teachers being able to take advantage of the resources available to deliver instruction and assess students, these digital tools also create the possibility for students to take more ownership in their learning and become empowered learners.

Rachelle and her edtech leaders!

Rachelle and her edtech leaders!

We need to offer diverse learning opportunities for students and to provide the support needed to encourage them to take more ownership in their learning and to become the leaders in the classroom. Students have to be more than just consumers, they need the chance to create, to experience learning from different perspectives and take this new knowledge and apply it in different ways to meet their needs.

How do teachers know what is working in the classroom? Teachers can use assessment tools and monitor student progress, but it is far more valuable and important to classroom culture and growth, to work on relationships and build collaboration by asking students to be a part of the conversation and creation of class materials. When teachers do this, they understand what helps students to learn better, be more engaged, and have a more authentic learning experience.  It also becomes a way to build student confidence and transform them into classroom leaders and advocates, who can then share their knowledge and experience with others in their class and then the community.

Give Them Choices And Let Them Lead

At the end of last year, I wanted to see what students thought about creating these assessments using tools which were traditionally used by teachers to deliver instruction.  Cassy shared her experience in the prior post and emphasized the importance of including students in the decisions of when and how to integrate technology.  Because reflection is key, I took this information and thought about the logical next step.  How could I share the message about Formative, or even more importantly, how could the students share their input with others, especially educators?

Students Take Over

Last month, Cassy had the opportunity to take the lead and present to a group of educators at a technology conference in Pittsburgh, and show how Formative can be used in their classrooms. Cassy had become the teacher, she created a lesson with Formative and offered her perspective on the use of edtech.  This time, I asked several students to participate in an edtech conference, and to present the session. Cassy taught the attendees about Formative. Here are her thoughts on the experience…

Student Perspective On Edtech: Cassy Becomes The Teacher

9th grader Cassy presenting Formative to teachers!

9th grader Cassy presenting Formative to teachers!

Cassy: “On November 8th, 2016, I participated with two other students in TRETC (Three Rivers Educational Technology Conference) where educators and technology directors from the Pittsburgh area presented sessions on uses of technology.  I am extremely grateful that I had this opportunity to share what I learned about and what I have created with technology. Formative was the perfect choice of a tool to share with the group of educators. I feel Formative is a wonderful, interactive and creative way to teach, complete assessments and increase engagement in teaching environments. I was very excited that I was able to inform others about this web tool because it means other students can have the same great opportunity I have been given, which is to use technology to learn and be creative.

Cassy had teachers respond to a Show Your Work question and draw their own flowers!

Cassy had teachers respond to a Show Your Work question and draw their own flowers!

    For the presentation, I created my own Formativewhich included a video, a true/false question, a multiple choice question, a short answer question, and a draw your response question. I included all of these so the group could see how many different options and aspects there are to Formative. I also explained the other possibilites with Formative, how to assign the Formative and answered any questions from educators or technology directors. One teacher asked if we (meaning my Spanish 3 class) have used Formative in the classroom. I told her that we have used it very often and I enjoyed it every time. I also explained how it is possible to see all of the responses of those participating in the Formative. While I talked about all of these great aspects of Formative and more, the group participated in the Formative I created and were able to see all of each other’s’ responses.

The dynamic teacher-student duo showing educators how to act on live responses!

The dynamic teacher-student duo showing educators how to act on live responses!

    I was very pleased with how the group reacted. I felt I had explained Formative well enough that everyone had a general, if not advanced understanding of how Formative worked and the advantages of using it. Seeing the smiles and hearing the laughter of everyone in the room meant that I had accomplished my goal of informing and sharing what I was so passionate about and making an impact with technology.

I am so lucky to have had the opportunity to present at TRETC with my fellow students and my extremely talented and intelligent teacher. Mrs. Poth has opened so many doors for me and has taught me so much. Learning about tools, like Formative, has made me realize how useful technology is for learning. It was wonderful to hear what Mrs. Poth had to say about Formative on top of what I had to share about it. The group was able to see two perspectives on how Formative has impacted the classroom, which I felt made a very big impact.  I admire her opinions and her comments. I am very appreciative that I could hear and see my fellow students and teacher talk about what they love so much about technology.

Being able to present with Mrs. Poth, was a great opportunity. I am very pleased I could share what I love so much about technology. Formative encompasses everything I love about technology: maximum creativity, endless possibilities and strong usefulness. I can’t think of a better tool I would have wanted to present than one that shows and encompasses my passion for technology: Formative.”

Want to learn more about giving your students ownership over edtech and opportunities to present tools to teachers? Tweet to @Rdene915  or @goformative !  

This is a post by Jacqueline Jensen, following our Blab interview talking edtech in the classroom.  Thanks for this post and the opportunity Jacqueline and Piktochart!

Talking EdTech with Teachers

As Piktochart’s Community Evangelist, fostering community among our 5-million-strong user base is one of my primary goals. As I wrote after first joining, my role here on the Piktochart team focuses on interacting with our users at every level — from live events around the world and conference talks to jumping onto the latest up and coming social platform to chat with Piktochart users.

So far, we’ve tried a number of new initiatives. We think it’s important to share valuable content with not only our user community, but with startups, designers, educators, and marketers all across the globe. When we tried out Blab, we picked an awesome guest and gathered community questions to chat about.

Back in June, we went looking for educators to join us to discuss more about how to bring technology into the classroom. Education technology, also known simply as EdTech, refers to the creation and use of software and hardware intended to bring technology to education.

This segment of the technology world has heated up thanks to investment from organizations like the Bill and Melinda Gates Foundation, the United States government, and even tech venture capital investment firms like Andreessen Horowitz. In fact, in just the first half of 2015, private investors alone poured $2.5 billion into EdTech companies — leading to the creation of countless technologies for classrooms around the world.

Here at Piktochart, our team was thrilled to hear we were recently honored in the American Association of School Librarian’s 2016 Best Websites for Teaching and Learning. Educators have been using Piktochart in their classrooms since we launched in 2012, and we couldn’t be more pleased to know we are making a difference in the minds of students around the world.

To get the skinny on what’s going on in classrooms when it comes to EdTech — from best practices and challenges to favorite tools and privacy policies — we brought in two Piktochart users who are making a big impact by bringing technology into their school. For the first time, we had two guests on our Blab,Rachelle Poth and Mary Ottenwess.

Rachelle is a foreign language teacher at Riverview Junior-Senior High School in Oakmont, PA. She enjoys using technology in the classroom and finding ways for students to have more choices in their learning. She has presented at several technology conferences in Pennsylvania and at ISTE in Denver this past June.

Mary has been in education for 25 years. She started out in a public high school library and is now the Instructional Technology Specialist at Catholic Central High School in Grand Rapids, MI. She was the one that didn’t step back when they asked for volunteers to run the computer lab and thus her adventures in EdTech began!


What is your biggest pain point with your school’s current EdTech setup?

Rachelle said her biggest complaint when it comes to EdTech tools, which is shared by other teachers she talks to, is the fact that things sometimes don’t go as planned with technology.

“Best case scenario doesn’t always happen when it comes to technology,” she said. “You have to be prepared for the little bumps that come along the way.”

Mary echoed Rachelle’s thoughts about technology being unpredictable. She also added that limited professional development time for teachers is another hurdle when it comes to her school’s EdTech setup.

“An hour once a month just isn’t enough time,” said Mary. “Students come in an hour late and we have a meeting with all teachers at the school. Teachers will go around and talk about what they are using in their classrooms, discuss a particular tool, or discuss a method. Because we are trying to cover so much in a single hour, hitting everyone’s skill and comfort level as well as giving them time to try the tool often means a lot of 1:1 follow-up.”

“As a workaround for time, we have teachers create tutorials to view prior to the professional development sessions,” noted K-12 EdTech coordinatorCourtney Kofeldt in the chat.

What opportunities are given to kids through EdTech and how can teachers learn to embrace them?

Mary said EdTech really expands a student’s world. They can collaborate and share with not only each other, but with experts in the field. Students can use project-based learning and inquiry-learning, and they can use and develop real-world skills for college or a career. For teachers, Mary thinks technology makes things simpler.

Rachelle agreed. She believes the opportunities provided by technology are tremendous.

“Technology provides opportunities to students to allow them to show what they have learned and to use a tool that is meaningful to them. Without the technology, they wouldn’t have been as engaged,” she said. “I don’t use technology for the sake of using it, but rather as a way to increase opportunities.”

When given a choice of tools to utilize on their projects, Rachelle finds students talk to their friends about the learning curve of each software. Students work together, collaborate, and learn from each other about how to use technology.

What’s the best thing technology has allowed you to do in your school that you couldn’t have done otherwise?

Mary shared an example from her school, Catholic Central High School in Grand Rapids, MI. Using technology, a French teacher was able to bring in a video feed from a classroom in Canada. The American students communicate in French to sharpen their skills, and they’re also able to learn more about the other students culturally.

“Students are not only collaborating with the students in another country, but those next to them in their classroom too,” explained Mary. “It’s fun to watch the collaboration.”

Rachelle says that technology has allowed her to continue the conversation with students after class time ends. She found more and more that her students had questions once they got home and started working on their homework or projects, and technology allowed her to be available to them during those key moments.

“It really bothered me that when class ended, that would stop their learning process in a sense,” she said. “I use technology to bridge that disconnect. I use messaging to help.”

Do you as the teacher (or your school) assess the privacy and security of a tool before letting students try it?

Rachelle said she pays close attention to privacy and security settings before bringing a tool into the classroom. She does this by creating an account on her own and reviewing the settings herself. Rachelle also sends home a notice to parents at the beginning of the year informing them of the tools that will be used in the classroom.

She also relies on the thoughts of other teachers, and she noted these sites and communities as her go-to sources:

  • Common Sense Graphite, a community of educators who take the guesswork out of finding innovative ways to use technology in the classroom;
  • EdShelf, a socially-curated discovery engine of websites, mobile apps, desktop programs, and electronic products for teaching and learning;
  • EdCamp, an organic, participant-driven professional learning experience led by a community created by educators, for educators.

Mary added that her school has a tech team on staff who will verify security before launching a new tool in the classroom. First, they start with a pilot program and monitor progress while the new EdTech tool is being tested in the classroom. During that pilot, they will be on the lookout for glitches or security holes.

Which tool/platform/methodology has been the biggest hit in your classroom and why?

Rachelle, Mary, and participants in the chat were excited to share their favorite EdTech tools! Check out the list below:

What are 3 most important skills kids have gained in your classroom thanks to technology?

Everyone agreed that more collaboration and creativity is taking place in the classroom thanks to technology.

“I have noticed students really develop the 6C’s — Communication, Collaboration, Critical Thinking, Creativity, Character, and Citizenship — when tech is integrated,” said Courtney Kofeldt in the chat.

Rachelle added she often notices that projects from her students go above and beyond her expectations. “Technology gives them that voice to speak out and be part of something when otherwise they wouldn’t have been,” she said.

Mary says teachers have benefitted from technology as a way to improve their skills, too. She notices more collaboration happening between teachers and growth of their professional networks thanks to technology making it easier to work together.

Thanks to technology, both students and teachers alike are building up their confidence. “It’s ok to have something not work,” explained Mary. “Technology allows students to take the lead. Teachers aren’t always the one with all the knowledge.”

Mary also touched on her school’s Digital Citizenship Course, which is an ever-changing movement to educate students on the proper use of technology — when to use it (or leave it behind) and best practices.

“I teach motion graphics at UCLA, and it is wonderful to see what the students create once they understand the tools,” added Eric Rosner in the chat.

How can teachers improve their tech skills in order to make classes more interactive and multimedia oriented?

Rachelle’s advice is simple:

“Just pick something and start it!” she said. “Really. You don’t know if it’ll work for you until you try it. Pick something small and give it a try.”

She suggested teachers consider learning new tools alongside students. Rather than a teacher-driven project, why not try a student-driven project? She found her students enjoy it, and as a teacher, it keeps her fresh. Use the challenge of a new tool as a learning lesson for both the students and the educator.

“Not everything is going to work, and that’s ok,” added Mary. “We teach our kids to learn from failure, and we need to do the same.”

Mary advised teachers to expand their professional network to get to know other educators. Social channels are a great way to do this — and Mary specifically suggested getting involved in Twitter chats. For a comprehensive list of Twitter chats all about education, check out this list Mary shared with us on the Blab!

What are your recommendations for someone who is just starting to use technology in the classroom, and may be a bit hesitant?

Rachelle suggested focusing on one area in your classroom you can try to improve using technology. Give a new EdTech tool a shot, use it minimally, and be patient with getting comfortable with it.

Mary suggested finding another educator who is using technology you’d like to try and simply watching them use the tool in their classroom. Finding a tech mentor is key to getting comfortable!

How can tech help all students to be engaged, to reach each student?

If students are on different levels, Mary said EdTech tools can help bridge that gap. She particularly likes Khan Academy for this purpose. She also suggested putting up a rubric for an assignment, but allowing students to choose their technology tool to complete the project.

“Students are not all the same,” added Rachelle. “By giving them choice with technology tools, you’ll see they can create anything they desire, and you learn more about them as individuals. When the choices are given and nothing is set in stone, it pays off.”


The team at Piktochart had a blast during our Blab with Rachelle Poth and Mary Ottenwess! Thanks to both of them for stopping by! If you’re interested in learning more about how Piktochart can help out in your classroom, check out a few more of our EdTech posts!

This post originally appeared on Piktochart’s blog here.

Thank you Terry Heick and TeachThought for this opportunity to share ideas for some tech tools to engage students. Published Monday, September 26, 2016.

4 Simple Ideas To Use Technology To Engage Students        
by Rachelle Dene Poth
 

Fall is an exciting time of the year.

Summer provides an opportunity to relax, but is also a time to explore new ideas and reflect on the previous year. We have to ask ourselves what worked and what did not. With the start of each school year, teachers begin by establishing classroom procedures, getting to know the students, and then starting their instruction.

Even with the best plans thought out in advance, things can come up that limit our time to try something new. There is nothing wrong with sticking to some of the same instructional strategies and using some of the same tools that were used last year. We all have methods and tools we use that are beneficial to our students. But summer does offer an opportunity to think about some new things to bring to our classroom and our students at the start of the new school year.

Because time is a factor, it can seem overwhelming to try too many new things at once. It is helpful to think about maybe just slightly altering how we used a certain tool or presented a topic in the prior year. Start by focusing on one thing at a time and see how it goes. The most important part is to remember that we want to implement something that will positively benefit our students. It should be something that has a true purpose and will amplify the learning experiences and potential for our students.

Below are a few ideas that I have used in my classroom which have been fun for the students and had positive effects on their learning.

4 Simple Ideas To Use Technology To Engage Students

Idea: Use infographics to create an engaging syllabus

Instead of creating your course syllabus on paper and handing it out to your students, try creating an infographic to post online through your class website or LMS if you have one. It will be easier to read, model a sense of enthusiasm for your own craft, and separate your classroom from others in the eyes of students/parents/admin.

With a graphic, you can also print and laminate the infographic to keep it accessible in your classroom. There are many tools to choose from for creating one and many options for implementing them into your course. In order to create one you simply take the information from your document and paste it into the infographic.

There are many choices available for templates, icons, fonts and much more. As an alternative to having your students complete assignments or projects which traditionally are done on paper or using a Word document, have them create something creative and visual using one of the infographic tools available. It will be a more engaging, visual way to share information, have a more authentic learning experience, and they can be created rather quickly.

Some recommendations of tools to create infographics are Canva, Piktochart, Smore and Visme.

Idea: Create interactive lessons

Students need to be actively involved in the classroom and in learning.  A good way to do this is through interactive video lessons. There are many digital tools available which enable a teacher to choose a video from YouTube or other video source, and use it to create a quick interactive lesson with questions or other activities for the students to complete. The nice thing about the tools available for interactive video lessons is that there are some lessons available for public use allowing you to try them out with your class first before creating your own.

Trying one of these out first is a good way to see what the students think, and use their feedback to help guide the next steps, whether to create one and which tool to use. Offering lessons like this is great for having students complete assignments outside of the traditional “brick and mortar” classroom as part of an asynchronous lesson or in a blended or flipped learning environment. You can quickly assess students, track their progress, and hold them accountable for having watched the videos.

A few suggestions of some of the tools available are EDpuzzle, Playposit, Vizia, and even a Google document could be used with questions added in for students to complete. My suggestion is that you choose one of these options, see what is available, and then be very clear how you can use it to benefit your class. There are tutorials available on the websites which offer guidance to help you to create your first video.

Simply select a video that you would typically show in class or assign for students to watch outside of class and think about the questions you could or would ask to check their understanding. It is easy to add your video into the lesson editor, add in different question styles including true and false, multiple choice or short answer, in addition to other formats. There are also options for quizzes to be self-graded, making the data available right away.

Each tool offers different features which add extra benefits to learning. For example, you can also see how long it took the student to view the video and if they tried to skip through it, depending on which tool you choose.

Idea: Student Created Lessons

Instead of the teacher creating the lessons, you could also have the students create lessons to share with the class. When I did this with my students, they sent their completed video lessons to me and I completed the lesson. It gave them an opportunity to see what teachers see and an opportunity to provide feedback to their “student.” By doing this, the students learned in a more authentic way because they decided which video to use, created the questions and as a result, it reinforced the material; it was more personal for them.

Teachers learn by seeing the type of content the students choose and can use this information to guide the next steps in the lesson. The class as a whole learns and benefits by having more resources available for practice and students can become more proficient in the content. One other great thing besides improved learning is that it can be fun for students to create these videos as well.

And fun is good, yes?

Idea: Use engaging digital quizzes & tools

There are a variety of tools to use for creating quizzes and lessons for students to complete in and outside of class.

In many cases, you can upload your own documents or PowerPoint presentations into the lesson, and keep everything organized in one place. Using some formative assessment tools like Formative, Kahoot, Nearpod, Quizizz, and Quizlet to name a few, are ways to have some fun with the students and add to the learning resources available for your classes.

Students enjoy creating their own quizzes and lessons, having a choice in the tool and types of questions included, and being able to further develop their technology skills in the process. These activities are all highly beneficial to student growth. By giving students more choices, we empower them in the classroom.

Conclusion

When used with a purpose, there a lot of ways that technology helps teachers and students. Using technology saves time, makes feedback available immediately, and gives students the chance to be creators and have a choice. It also promotes learning outside of the traditional classroom setting, which reserves the time in class to do other activities, to clear up any misunderstandings and to spend time getting to know the students and giving individual feedback.

Once you decide on one of these ideas, give it some time, see how it goes, and then think about taking the next step. Be sure to involve the students in the conversation because their input is vital and it matters. When students feel valued, learning is more meaningful and this leads to many positive results. Teachers and students working together, creating lessons, providing feedback, will add to a positive classroom culture.

Perhaps one of these areas is the next step that you could take, try and see how your students respond. It was a nice change in my classroom, my students were creative, engaged, and really enjoyed the chance to lead. The learning that occurred was more meaningful and they recalled the content information much more when they created their own product or recalled the work of one of their classmates.

Either way, it was a much more meaningful experience, and something that I will continue to do this school year to grow my classroom.

4 Simple Ideas To Use Technology To Engage Students; image attribution flickr user flickeringbrad

How I Solved My Classroom Management Problems

Achievement unlocked: Making assignments and resources available to everyone, anytime.

Common Sense Education, posted on September 15, 2016

Rachelle Dene Poth

Classroom teacher, Technology Presenter

Students often have organizational problems. It’s an ongoing struggle, so I’ve always done the best I could to help them stay organized. Years ago, that often came in the form of a planner students were supposed to fill out with assignments, and I’d sign off on it.

There was one particular student with a planner whom I remember. The system worked well when she remembered the planner, but sometimes she didn’t.

On the whiteboard at the back of my room, I have a space where I write down the assignments for students. I keep my door open most days, so if they want to stop in and peek at the board, they can. I’m available anytime; the only thing I ask is that they kind of discreetly come in.

So, this particular student would appear in the morning during homeroom or at the beginning of class to check the whiteboard. Sometimes she got the assignment. But sometimes, what I wrote was erased. Anything can happen: Other students might erase it and write over it, for example.

Then her mom would send an email to clarify things — and I’m really good about checking email, but sometimes email doesn’t go through. And if you call me — well, we work with voicemail extensions so it’s not like there’s a direct line to me. You have to filter through the office, and I’m always available to talk, but obviously if I’m teaching class, I’m not reachable.

Other students would pop in to check on an assignment, or they’d want to stop by and pick up a worksheet. I have everything in my room set out, but students would put papers down, and things would get covered up. So it might not be easy to find.

Or, the students would come in and leave notes saying, “I stopped by to find out … ” or “I wasn’t sure … ,” and they’d leave me a note on the board or on my desk. But if I were going to be late or had a long meeting, I might not see those notes until the next day. And if my board was cleaned that night, I might not see them at all.

So again, the students came in to get help, and I wasn’t there.

That’s when I really started to ask, “What can I do?”

I thought the board was great because students could come in anytime, but that’s not accessible in the evening when they sit down to do homework. Planners are great, too, but what if you forget them or they’re lost? I was looking for something to fix a lot of these things I saw impeding the learning process. The lack of access to resources was really bothering me because I wanted to do more.

I first decided to use the messaging tool Celly to message my students. I used it to send reminders and answer questions. I could quickly respond to messages about homework or what was missed during an absence, and I didn’t have to use class time to help students catch up.

I use it with my Spanish club, too, and now there are other groups in the school that use it for field trips and other things. It’s really quite nice, because if you’re on the bus and you’re missing students, now you can reach them instead of waiting and wondering.

But students were still asking for help finding class materials and keeping them organized. I wanted some kind of assurance that everything was centralized and easy to find. And I hadn’t found an easy way to keep parents in the loop. I decided to give another tool a try: Edmodo.

It’s a web-based app, so students can use their phones to log in, or a computer at home if they don’t have a phone, or a phone with data. Students get a join code so they can join a class when I’ve created one, and parents get a parent code so they can sign up and see what I post to the class and see their kids’ work, the grade they got, and the comments I’ve made. They know everything we’re doing in class.

Usually students log in once a day. I post homework reminders and share links. One of the nice things about Edmodo is students can reply to a post I’ve made and ask a general question, and anyone in the class can answer. For example, if they forget something — a textbook or a worksheet — they can ask, “Can somebody please share an image of the homework?” They help each other out.

It helps me, too, because if a student has been absent for a day or more, they can easily go back and see what you did in class. It’s part of my routine now, and I have five courses. Generally if a student says, “I was absent three days ago. What did I miss?” I have some idea but I’m not exactly sure. So it’s nice to have that reference.

It’s more than just communication — it’s collaboration. And I keep thinking of new ideas I can use it for.

The first two assignments I gave my Spanish 1 and 2 classes this year were discussions on Edmodo. The first was on how they study and learn, with personal kinds of questions so I could get to know them and give them ideas. The second was to come up with five personal learning goals. I gave them a reply, and in a week or two we’re going to reevaluate: “You said you were going to study every day for 30 minutes. What happened?”

You can use it as a reflection tool or as a digital portfolio. If the students do a project with technology, they can put it on Edmodo, and we can go back to it to share learning.

These tools have made a tremendous difference in my ability to provide the best possible learning experience for my students — and that’s what I wanted. And bonus: They’ve made my life easier, too.

Digital Tools to Build Communication Skills

Use reflective practice to encourage student relationships!

Posted on Common Sense Education on September 12, 2016

Rachelle Dene Poth

Classroom teacher
Riverview High School
Oakmont, PA
CATEGORIESIn the Classroom

Reflection is part of our practice — it has to be for us to grow as professionals and for our students to be successful. Reflection is an ongoing process; it happens after each class period, at the end of the day, and even in the evening. Reflecting on instructional practices and our interactions with students is important, and we must use this reflection time to plan for the future.

Oftentimes, reflection starts and ends with relationships. How does what we say and do help our students become confident learners and sharers? While the first few weeks of school are normally busy and chaotic, it’s important to take time to build relationships, and the best way to do this is to foster your students’ communication skills.

Talking and technology

There are lots of ways to get students talking to build relationships. Depending on the level you teach, some options might be easier or more feasible than others — but if you want to learn about your students, it might be as easy as creating a Google form and asking some general questions to get an idea of their interests. Immediately, this can lead to more discussion, some laughs, and a lot of learning about each other.

Another idea is to have students participate in a scavenger hunt. There are many digital tools available, such as Klikalu Playerand Social Scavenger. Whether you use a new digital tool or stick with tried-and-true paper activities, creating something that gets all your students involved, connected, and working together will build the engagement and respect needed to sustain positive peer relationships and a positive classroom all year long.

Set up a way to communicate

Teachers want to hear from students. We want students to feel comfortable coming to us for help, asking questions in class, and getting involved in classroom conversations. Unfortunately, many students struggle with speaking out; they become too nervous to answer or feel embarrassed asking a question. To create a feeling of support in the classroom, fostering communication is key. Luckily, many digital tools are available to help build students’ communication skills.

If this sounds like something that could benefit your classroom, try one of the many great messaging tools available: Bloomz,Celly, Voxer, Remind, or any of the dozens of similar apps. Once you feel comfortable with your choice, start thinking about another way you can add to the learning experience in your classroom.

A helpful way to implement these tools is to think about connections — who am I connecting to whom or what, and why? When students have opportunities to work with technology, having a choice in how they learn, are included in the conversation, and are asked for feedback engages and empowers them within the classroom. Start the conversations and keep them going, and soon your classroom will be filled with confident students.

#ISTE16 Part 2: Highlights & Takeaways

By Rachelle Dene Poth

This post is part two of #ISTE16 reflections from Rachelle. Click here to read part 1: Let’s Talk About Relationships.

Where does one start to describe the highlights from a conference experience like ISTE? The tremendous number and types of events offered during this experience make it a real challenge to focus on only a few here. There are so many wonderful things that you could highlight about the conference. With numerous concurrent events, pulling you in so many directions and with all of the choices, how can you possibly decide on a schedule? It definitely is not an easy task, but it does not have to be difficult either. You just need a little focus.

So how do you focus? Talk to people about some of the “must” events, but also think about what your personal focus might be. What are you hoping to gain from attending ISTE? So many choices. I believe that no matter which option you choose, you can’t be wrong because of the endless opportunities available at a conference of this magnitude.

Planning with #ISTE15 in Mind

Even though I had attended ISTE last year, and had a pretty good idea of what to expect, I don’t know that I was any more prepared. It seems to me, that each day had one event people considered to be a “must attend.” Aside from having this one focal point, the rest of the days were filled quickly with a combination of time spent at the poster sessions, playgrounds, Keynotes, Ignites, and 1 in 3 sessions. Every day was also filled with networking and connecting everywhere: stopping in the Expo hall to grab some swag; hanging out in the Bloggers Cafe and the PLN Lounge; enjoying ice cream and shopping for ISTE wear and books at ISTE Central; and so much more.

With so much to do, I think sometimes it’s better off to not put too much thought into having the “master plan/schedule” because you don’t know who you might meet, what you might find or where you will end up once you enter the convention center. It is so easy to be pulled in so many different directions, so it is always a good idea to have a flexible “plan” of where to start but keep your options open because there’s a whole lot going on out there in the world of ISTE

My #ISTE Highlights

A lot of people come in for the pre-conference events starting on Saturday with Hack Education’s ISTE Unplugged and the Mobile Learning Network’s Mobile Megashare. Both of these offered opportunities for people to meet up with their Twitter friends or “tweeps”, make new connections and do a lot of learning and networking. The great thing about these two events on Saturday is that there are so many diverse topics for discussion and so many people to share and brainstorm ideas with. And nobody says you have to stay at either one for the whole time. Just like the EdCamp “law of two feet”, you can go back and forth whenever you want, because you are in charge of your learning. This is your personalized PD. Enjoy the time to CHOOSE what you what to learn about.

For the Mobile Megashare, there were 24 tables each with a presenter or presenters facilitating a discussion about a topic. Attendees were able to choose a table to join in and could come and go as they wanted, or just move about the room and listen in and participate in a bunch of different conversations, moving around from table to table and idea to idea. .

There were two unconference events attached to ISTE, #HackEd and Teachmeet. #HackEd was much like a traditional Edcamp, and with TeachMeet, you can submit an idea to present on a topic for either a 2, 7 or 20-minute time period. It’s another place to connect and make new friends, and really build up the excitement for the rest of the conference.

Sunday night kicked off officially with the Keynote speech by Dr. Michio Kaku, who questioned whether we are “equipping students for the 1950’s or cultivating future ready learners.” The Balco Theater was packed, and more people gathered in the Bloggers Cafe to spend some time collaborating and to listen in to the Keynote. In the first two days alone there were many opportunities for personalized professional development and learning.

More Highlights

New #ISTE Student Standard: One of the highlights this year was the launch of the newISTE Standards for Students. The updated version was released and includes 7 standards of student statements, with focus on empowering student learners and giving students a voice through technology. There was a lot of excitement and discussion of these new standards and the focus toward student-centered learning.

Keynotes:
The two other inspirational and motivating keynotes were given by Dr. Ruha Benjamin and Michelle Cordy. Both shared experiences and messages that called upon educators to take action to provide opportunities and digital equity for all learners.

#CoffeeEDU: If you’re not an early riser, then get up early and go to #CoffeeEdu. Join in the conversations, get a great start to the day, talk with Alice Keeler and make some new connections.

Parties!: If you don’t normally stay out late, then make sure you get to the Gaggle party or EdTech Karaoke. The Gaggle Party was held at the Denver Athletic Club, multiple levels of nothing but fun and ETK was at the City Hall Events Center. Both of these events are a lot of fun and well attended, so you need to at least make some time to stop in for a bit to find out what the buzz is all about and why so many people are so quick to get those badges and passes to attend.

Hanging at Gaggle: Sean Farnum, Melanie Broder, Bryan Miller, Edward Sun, Katrina Keene & Michael Jaber
Sean Gaillard, Fran Siracusa, Mandy Froehlich and Kahoot!

At #ISTE16, the opportunities for learning came from all directions. Everything and everyone is always moving. Doors opening to sessions, lines crowding the hall, students excitedly sharing their work, drawing you into their poster sessions, and all of the different tables and topics that each of the playgrounds offered. It is hard to pass any one of these opportunities up. And it’s even harder to decide when to stop and when to keep going. It’s variety and connecting that made this learning special.

Planning Ahead: #ISTE17

Now is the time to plan your schedule for #ISTE2017. The location for next year is San Antonio, TX from June 25-28, and now is the time to start planning ahead. Not deciding on where or how you want to spend your time while there, but planning to be there to experience the awesomeness of ISTE and the Connected World. See you in San Antonio!

What are your takways and highlights from #ISTE16? Share in the comments or on Twitter with #TheEduCal!

Posted by on September 7, 2016 .

Piktochart is the perfect example of a tool that can be used by anyone for almost anything. You can create flyers, brochures, presentations, and reports. It doesn’t matter what line of work you are in because any of the templates can be used by anybody.

For example, as a teacher, I can create posters for my classroom or presentations for my lessons. I can have my students use Piktochart to create projects for our class. Piktochart can be used for conveying information for professional development, to show evidence of learning, and so much more. I’ve even used it to create a birthday card for a friend. You can download the image, share it, or print it, and they always look amazing.

books-school-field-pencilIn addition, students have a tremendous amount of choice when it comes to creating with Piktochart. Even students who say they are not creative find that their creativity comes out once they get started.

I have some quotations that I plan to incorporate into a poster for my classroom, and by having so many design options within Piktochart, I know I can create something personal, vibrant, and visually engaging for my students. I feel confident that even though I’m not a designer, I can still create something that will stand out and make my students curious about how they might be able to create something similar.

You might think that these ideas won’t work for you because you don’t work in education, marketing, or design. But step back and think about all of the digital tools and resources out there.

While it’s helpful to know what their “intended” purpose is, that doesn’t mean it can’t also fit your specific needs. Sometimes all it takes is some creative thinking (and some trial and error), and you’ll find a way to make it work for you. Once you get started, the ideas keep coming.


Getting Started

It’s all about taking a step back and looking at the picture from a different angle. When I started using Piktochart two years ago, it was my first experience with infographics. I had only recently learned what an “infographic” was.

I really wasn’t sure what to create, so I decided to start with my course syllabus. I copied the content from a Word document, pasted it into the template, and added some different visually engaging images around the text. It was a great way to add some technology to my classroom and to introduce students to the concept and benefit of using infographics for presentations.

Then I realized I could have my students use Piktochart to create projects to tell me about themselves, to talk about their family, and for many other uses where I would have normally just used paper. From there, the ideas just kept coming.

brainstorm-idea-thoughtNot that they were always my own. Often the new ideas were brought on by seeing the work of my students, or I’d be inspired by a conversation with other educators at conferences. My ideas for using infographics in the classroom kept growing.

One of my best ideas came to me recently while I was attending ISTE in Denver. My presentation was about using Piktochart to create infographics and presentations. Our discussion focused on how engaging and interactive these creations can be, and it occurred to me that there’s absolutely no reason why you couldn’t use Piktochart to run a flipped classroom lesson or to lead someone through a process.

Simply choose a template and add your information, and you will have created a lesson for students in which you lead them step-by-step through a lesson in a visually engaging way. You can include your links to websites, embed video in it, add your images, and so much more.


My Classroom Lesson

While I was at ISTE, I began thinking about using Piktochart as a means to provide a flipped or blended learning experience through the use of an infographic.

In order to test the idea of what would be or could be a lesson, I created a lesson with activities in a document as I normally would. Then, I transferred the lesson into one of my favorite Piktochart templates.

I numbered the steps, and I included some of the links and all of the necessary information. I added some icons, changed the backgrounds, and altered the sizes of images and the colors of the backgrounds.

I’m going to test it out with my students and get their thoughts. I plan to have some students use the paper format and others use the infographic in order to gauge their responses to my flipped classroom experiment.

As a teacher, my purpose for creating something like this is to engage my students and provide more for them. I want to give them something visually appealing that adds to their learning experience. The impact that digital tools have on my students is very important to me, and I carefully select tools that will provide the most choices for them and that prove to be more meaningful and beneficial.

globes-school-lantern-learnTaking this concept a step further, I could also flip it again and have the students create their own lesson in the same way that I did. By doing this, students develop leadership skills and are empowered. They gain new perspective as the “teacher”. They get to be creative, and they drive their own learning.

The teacher then becomes the student, and he or she has the opportunity to learn and gain another perspective that will be beneficial to their role in the classroom. There are many options for using infographics like this. You just have to find what works best for you.


Limitless Technology

From a teacher’s perspective, I think that if you are looking for ways to flip your classroom or to make it more interesting and engaging, infographics (particularly ones you can create with Piktochart) are the way to go.

Even if you are not in the educational field, think of the documents that you have to create in your line of work. You can easily paste the information into one of the templates. You can add your own photography or logos, search for new images, add icons, change the font colors or the backgrounds, and so much more. It is very easy to do, and it just takes that first step to get started.

When it comes to technology, I’m starting to think that there really are no limits. There is something out there for everyone to use. And while it may not be apparent at first, give it a little bit of time. If you are not sure where to start, make a birthday card for a friend.

https://magic.piktochart.com/embed/15072511-spainlesson

Using Nearpod in class

I have used Nearpod many times, but during the past few months, I had an opportunity to dive in and see what it can provide for student-led learning. As part of conference presentations, graduate coursework and lessons for my Spanish classes, I have a much greater understanding of its capabilities for instruction and the tremendous features it offers for education. At the end of the school year, after noticing a decrease in student engagement and motivation, I wanted to try some innovative, different methods of instruction.

Technology in our classroom: It has a purpose

Students work with many digital tools and choose how to showcase their learning.  Using technology to provide authentic and meaningful learning experiences leads to an increase in student engagement, motivation, and content mastery. I am invested in providing diverse learning opportunities and look for innovative ways to introduce content and promote student choice.  Students need to do more than just be receptors of information, they need to be creators! After reflecting on my practice and thinking about student needs, I had my students create a project using digital tools typically used by teachers to facilitate a lesson.

The Project

I first used Nearpod to review South American culture and verb tenses.  The virtual field trips were fantastic and the students were much more engaged in the lesson. I then wondered how students would like creating a Nearpod lesson and taking control in the classroom, so I put them up to the challenge! After my students created and facilitated their Nearpod lessons, they had some fantastic feedback about using Nearpod as a tool for both teaching AND learning.

So what did the students say?

“I used Nearpod for a class project about South America, and the amazing virtual tours took my presentation to another level. I consider myself tech-savvy, but I’ve never seen anything like this; I’d recommend Nearpod to anyone wanting a real step-up from Powerpoints, Prezis, or Google Slides!” – Sydney

“As someone who finds technology unnecessary at times, I often do not enjoy using some of the tools I have in the past. Nearpod has really gotten me excited about the possibilities of technology in the classroom! Being able to take an adventure on virtual tours and experience culture first hand is something I have never been able to do before. Nearpod is a great tool for every classroom!”    -Patrick

“Having so many choices for activities to use were educational and fun. Choices make learning more enjoyable for students. It provides more than just listening to a presentation, or watching a video, and not really being held accountable. I recommend Nearpod for other educators and anyone looking for a new way to present information. -Izabel

Learners to leaders

Using Nearpod means that learning is no longer confined to the traditional classroom setting, nor that the “teacher” is the only person providing instruction.  Students were empowered in their learning.  Seeing their transformation from learners to leaders was tremendous. The choice was theirs.

Students teaching a Nearpod lesson 1

Students teaching a Nearpod lesson 2

Students working on projects in class 1

There are a lot of ways that teachers can involve students in conversations both in and outside of class.  Students sometimes have fear of responding in class.  Sometimes it is the fear of being wrong, there is that fear of speaking in public, and it can also be simply that some students prefer not to speak in class.  But as teachers, we have to make sure that we provide diverse ways for all students to contribute and to do so in a way which is comfortable and can help to build student confidence.  Finding one’s voice and being comfortable in using it, are important in today’s classrooms.

The helpful aspect of technology in this scenario, is that communication, conversations and collaboration can happen and take various formats, because of technology. In my classroom, I can tell when I ask a question, whether it be the lack of students eager to respond, or just by observing the physical reactions to the question being posed, that many students have some aversion to responding in class.  Whether this happens as a result of the hesitancy of speaking out in front of others or the fear of not knowing the right answer or perhaps something else entirely, it’s sometimes difficult to encourage the students to speak and share what they are thinking, feeling and express true opinions. Even as a teacher, at times, answering in front of others, sharing my thoughts or perspective can feel uncomfortable and has made me nervous as well.  Even as a teacher, I sometimes become nervous when I am in a similar situation. There’s that fear having the wrong answer or of saying something that might not be well received, cause a bigger discussion or even create an argument.

But regardless, we need to involve students in class discussions and ask questions, and there are many ways that this can be done.  Using some of the tools out there can help to share ideas, expand learning, and maybe even more importantly, enable the students to feel more comfortable in the classroom.

How can technology help in this area?  Is there a purpose?

Teachers want to know what students are thinking, to understand their learning and needs, we have to ask questions, and it is critical to help them feel more secure in responding both in and outside of class.  One way to do this is by using a digital tool that can offer these securities and provide opportunities for students to really express their thoughts and feelings. In this regard, I believe the technology does truly have a purpose because it can serve to give students a voice and in a comfortable way, where otherwise students may be apprehensive about expressing themselves.

I am not saying that technology should be used as a substitute for having students speak in class or for courses in which public speaking is part of the requirement.  Developing the ability and confidence to stand up and speak out in front of others and to voice one’s opinion are important skills and characteristics that students need to develop in classrooms today, to be prepared for their future. And if use technology to replace this, then we also take away a part of the learning process and the risk taking that is involved in developing these public speaking and independent skills, which leads to us doing a disservice to our students and to ourselves.So maybe offering some alternatives for how students can express themselves would be a good way to start.

Some options

Depending on the type of question or the feedback we want from the students, there are many tools such as SurveyMonkey, Responster, TodaysMeet, Socrative or Riddle. A tool like GoSoapBox can be used for a variety of question.  Even using some game based tools like Quizizz or Kahoot! also provide options for having students respond to questions and reflections.

Teachers can review the answers and then use it as a way to start a new discussion in class. Answers can be shared anonymously, and of course some students will acknowledge that you are reading their answer, but this can also help to boost confidence and create more comfort in the classroom for all students.

Some other options are for using things like Wikis or blogs, or another tool for backchannel discussions, to have students respond and collaborate on different topics.

If students create their own blog, their responses can be kept private and this has been a very beneficial tool in my classroom which helped students to practice their content area skills, in a way that is more comfortable, through which I can give them personalized feedback and also learn more about them in the process. A Wiki can also be a good way to have students collaborate if they are working in small groups.

It all comes down to what type of conversation, the questions or discussion we are hoping to involve the students in. Do we want something that is more open-ended? Do we want students to think about something and then respond later, once class is over? These are some of the reasons why technology can help, and also can enable teachers to offer a more blended or flipped learning experience in the classroom. Just because the bell rings and class is over for the day, our conversations don’t have to end.  We can discuss, ask questions, provide feedback after the class is over. We need student feedback we want learning to be meaningful and students to feel comfortable.  The use of these tools are helpful for students to express their ideas, we can learn more about what they want to do, what they can do and what they need help with.

These are some of the reasons why I think technology has a real purpose. It helps to expedite the process by delivering real live results so that we can give feedback to the students when they need it. We can use these tools to encourage students to share thoughts and answer questions, and to feel more comfortable in doing so.

Thank you Visme for the opportunity to share this and involve my students in this blog post.

How to Use Narrated Presentations With Voice Overs in the Classroom

image: http://blog.visme.co/wp-content/uploads/2016/08/AudioHeader.png

Projects are one way that teachers can assess students throughout the year. Regardless of the theme, students have a lot of opportunities today to complete their projects using a variety of presentation formats. They have more options for showing what they have learned and how they can apply the material covered in class.

With each passing school year, the options available to students increases, enabling each student to find and work with a digital tool that is personalized to them because it meets their interests and needs, and also their comfort level with technology.

While using tools such as Microsoft Word or a standard PowerPoint to create reports and presentations provides students with a foundation for learning technology skills, taking their knowledge of these formats and applying them to new technology tools can maximize their learning in many critical areas.

Audio11

Depending on the type of project or assignment that a student must complete, tools such as Visme offer many options to users who want to create any type of project or presentation with a single multi-tool that integrates multimedia and many other visual elements. As a foreign language teacher, for example, I often want students to include an audio component to their project so that I can assess their speaking skills.

A recent example of this is a project I assigned to Spanish III students which entailed describing the life and work of an artist. The project required a certain amount of vocabulary to assess their Spanish language skills, but it also had to include images or video and an audio narration with their comments on the project.

Whereas in the past, they may have needed to use two separate digital tools to do this, depending on their choice, they can now rely on Visme to create their projects with all of these elements in one presentation.

There are many choices as to the type of format, whether it be an infographic, flyer or a presentation. Each of these have options to include multimedia and many other choices for audio, video, and other visual representations. With the new updates, these choices are even greater than they were for our prior student projects.

There are a lot of tools available which integrate various components, enabling students to record audio or upload audio files into their presentation, but these often require multiple steps, or specific formats, and in some cases may require advanced knowledge of technology.

However, with the recent addition of Visme’s new audio feature, students only need to look to this one tool to create their presentations. They can add their voice-over directly into their project with just a few clicks.

RELATED: How to Create a Narrated Presentation With Voice Over Using Visme

 

Ideas for Using Narrated Presentations

Rosa

There are tons of possibilities for using audio in presentations. As a teacher, I can create lessons for my students, with instructions on each slide, to guide them through the presentation. This is a great option for students who are absent from class or who would like to revisit a specific lesson.

I can also teach a lesson and explain grammar, vocabulary, culture, or any topic we are covering in class, and easily add the recording to the slide, making it easier for the students to follow along. The potential for this is huge, especially in flipped classrooms, or blended learning environments.

Anyone who creates a presentation, regardless of whether it is for use in an educational setting, can take advantage of the audio component of Visme, to really add that something extra to the presentation.

CostaRica8

It can be a recording of one’s own voice, or it can be other audio that has been added in from the library or uploaded from another source. There really are a lot of possibilities for enhancing anyone’s presentation.

 

What Can Students Do With This?

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Students were excited to use Visme’s audio feature for recording voice overs and creating narrated infographics and presentations for our class. Some of the students shared their opinions of Visme’s audio feature.

Ellie: “The audio feature makes it easier to explain your work more in depth when you don’t want to have too many words on the screen, or simply want to describe an image.”

Alexa: “With voice overs, it’s easier to include all of your information and faster than reading slides word for word. It would be a lot easier to present it to people because I could take my time and make sure that my pronunciations were right rather than having to speak in front of people from memory. It’s really easy to use, and it made my presentation more interesting.”

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From a student’s point of view, presenting information to classmates can be a bit scary, and rather than speaking while displaying the presentation, the students can pre-record their information, and let the presentation run on its own.

This is a great way to help students gain confidence in the classroom and keep comfort levels in check. It is also a great way to have presentations available for sharing with peers and for use as a resource for future classes. Teachers can benefit by being able to record their own lessons, but students benefit by having everything they need to create highly visual and engaging multimedia presentations.

image: http://blog.visme.co/wp-content/themes/blog/img/pei1.png

image: http://blog.visme.co/wp-content/themes/blog/img/pei4.png

Visme simplifies presenting and storytelling for you and your team.

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Meredith Akers

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