Learning as I go: Experiences, reflections, lessons learned

Rachelle Dene Poth @rdene915 #FUTURE4EDU #QUOTES4EDU #THRIVEinEDU

learning

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Opinions expressed are those of the author.

I recently followed a chat that started from the claim that all a student needs to be is liked. That all they need is a connection or relationship or positive interaction with an adult. Initially I thought of course I agree, but after some time of that idea rattling around in my head I changed my mind. I don’t think I agree. I would still agree that connections can and do make a huge difference. I just don’t think they make THE difference.

20190517_123745702418090265244780.jpgI work in alternative education. I work with really challenging kids. THOSE KIDS. The ones who didn’t make it in other schools. The ones who know incarceration and the system. The ones who know trauma and abuse and pain and abandonment. The ones who know failure. These kids don’t like me when they enter my classroom. They don’t like anyone. They don’t care if I like them. They are quite used to no one liking them. They don’t care about grades and learning and futures. They don’t plan. They don’t have goals. They don’t dream. They don’t have hope.

So I have to connect with them and I have to do it fast. I have found that I relate to these kids. I get them. Maybe it’s my own quirkiness or off-beat sense of humor or stubborn streak or willingness to do about anything to make that connection – smile, laugh, sing, dance, tell jokes, laugh at bad jokes, pat backs, give hugs, and just never stop trying. They push me away, but I come back. Again. And again. And again. Until finally they push back a little less, and if I’m lucky, they stop pushing back at all. That is connection and it is the absolute first step. No question. It will be the foundation for everything that comes next.

Next. That is the thing that I think has gotten lost. It’s not the connection that’s the most important thing. It’s the next. Jump into any education chat or conversation and you will hear the word connection and relationships, but it’s becoming this idea that if I make a connection with my student then that is all they need. If I care enough or like them enough or love them enough or if we talk enough or have enough in common then that will make a difference to my students. And it will. It will make A difference, but I don’t think it’s enough to make THE difference.

We need the next. They need the next. Think about the process of building a house. When carpenters build a house they build the foundation first. It is what supports everything. But once they have a foundation, they keep going. They build the walls and 20191218_180417-16324819778329009069.jpgthe roof and they put in duct work and plumbing and electrical. It’s finished off with paint and flooring and appliances and décor. There are so many steps that come after the foundation. There are so many steps to building a completed house. If they stopped after the foundation, then they don’t have a house. They just have a piece of concrete.

We, as educators, we need to build the house for our students. Let’s build a foundation. Let’s work hard and quickly to make connections and build relationships, but then let’s not stop there. Let’s do something with that foundation. Let’s give them walls and a roof – a framework to support them. We can teach social skills and coping skills. How to enter a classroom and take turns and ask for help. How to approach tasks independently and with their peers. How to adjust to different procedures and expectations. How to make mistakes. How to celebrate successes. How to work through problems. How to find an answer. How to ask for help. How to be a successful student but also a successful member of society. Let’s give them all the systems inside that house – let’s bring that house to life. We can teach them academics. We can fill in the gaps while giving opportunities for new growth. It may look different than how other students learn and they may need to express what they know differently, but they will learn. They will learn mistakes aren’t failures. They will learn to try again. They will experience success. Knowledge is a powerful thing. So is confidence. Let’s decorate their house. Personalize it. Make it belong to each individual student. Let them be creative. Think outside the box. Celebrate individuality. Find their own unique strengths and weaknesses. Let’s make that house their own.

20191218_1806315978855054264078087.jpgLet’s do something with the connections we work so hard to make. Let’s use those foundations we’ve built. Let’s push our students out of their comfort zone. Let’s move past easy and complacent and good enough. Let’s set high expectations. Let’s push them to struggle and even fail. But then let’s teach them to persevere and to adapt and to overcome. It will be hard for them and us. We will all get tired and experience frustrations, but it’s what they need. And they will be okay because we will there. We will support them and guide them and believe in them and teach them. We use that connection that we created in the beginning to be our foundation to support everything we do next.

 

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

 

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Guest Post By Dustin Pearson, @DustinPearson2

We Are One Team Blog

Opinions expressed are those of the guest blogger

 

Dear We Are One Team Family

A new year always brings a time of optimism, goal setting, and resolutions. Like millions of others I am no different, I am a goal setter. Not only am I a goal setter, I am a big one. I enjoy setting goals and putting together a plan to accomplish them. However big or small, they are fun and give me something to work for. One of the constant themes I have noticed is people making a goal to be more vulnerable.

Vulnerable is defined in the dictionary as, “susceptible to physical or emotional attack or harm.” There are other definitions, but this definition definitely does not align with this piece. Vulnerability for this piece is putting yourself out there and sharing personal information as a way to connect and grow. With 2020 less than 18 hours away this is a great time to share, connect, and grow as a person.

People that know me know I am a private person, and writing this piece is rather difficult.Those that know me know that kindness, love, compassion, and humility are greatly apart of my life. I share it as with as many people as I come across. It is a foundation of my classroom, and I have been rather successful with it. What very few people know about me is that. I have suffered from depression, at times deep, and severe anxiety for several years. It has taken me a while to accept and find coping practices that work, but I have found those and have accepted that it is perfectly ok to have depression and anxiety. Unfortunately millions of citizens including educators fight these battles. At times the most basic things seem insurmountable and having conversations with others feels like getting your teeth pulled.

I don’t know where my depression and anxiety came from. It could be a combination of losing a close family member to suicide last winter break, constant self doubt, shame of who I am, negative mindset, comparing myself to others, being a natural introspective person. The last one I believe is a major factor. I am a thinker and it is easy to get lost in your thoughts which can be a good and bad thing. It took until having a severe panic attack which I thought I was not capable of a 5 years ago to realize I needed help, and had to make some lifestyle changes.

Those that ask how I teach with depression and anxiety, well it is one of the easiest things I tackle. Understanding that our students battle these same things everyday. I have a deep compassion for what they go through and we are a team that grows and learns together. I also become self aware of what I go through, learn about depression and anxiety,  and adopt different changes things that work for me. For example, I stay busy, I go for walks in the building during my prep, I check on my colleagues, and say hello to every student I come across, and I love going to school. I love being with my students, teaching, growing, and achieving together.

Outside of school I see a therapist regularly to organize my thoughts, I take medication, I am an avid weightlifter. I am pretty darn strong. I also read and write, and look for ways to continue to grow. I have grown to love challenges and change. What used to literally make me shake and bring tears to my eyes is now one of my favorites, and is a great learning experience. The biggest impact on myself was the adoption of a mindfulness lifestyle. I meditate everyday, practice yoga 3-5 times per week. I am quite talented with my balance poses, and I am a firm believer in what citizens such as the Dalia Lama share with others.

One of the biggest challenges  was my shift in mindset, this change did not happen overnight. I was never a pessimistic person, but I needed to make changes for the benefit of my health. I have always wanted to help, guide, and love others. In years past anxiety crept up and made this area more difficult to achieve. I worried what others thought which held me back. Now, I couldn’t care less what others think about about me and what I believe in. I absolutely love helping others, spreading kindness, compassion, and love. These qualities are who I am as a person and who I want to surround myself with. I know the people who want to be a part of my life with gravitate in my direction.

Lastly, I have become a strong advocate for mental health, the stigma must stop. I suffer from mental health issues, and I am perfectly ok with it. I am in a great spot and have never felt better. Will it always be this way, no!  Does that worry me, absolutely! I will take on that challenge, grow, and we will do this together. I am far from a finished product, I will have to battle this for the rest of my life, I can do this, and so can you.

If we are entrusted with taking care of our students we must take care of ourselves and each other. How can our students learn and grow as individuals if they don’t have a person to guide them through challenges they face. Our students need us and we all need each other.When someone wants to talk, listen, and listen with intention. Check in with your students, colleagues, and most importantly yourself. Everyone who reads this and shares it with others has so much value to this world. I am grateful for each and everyone of you.

It’s okay not to be okay, and we are here for you. Mental health is just as important as physical health and our community of compassion, love, understanding, and growth will only help remove the stigma, and accept each other for the faults and challenges we face. My attempt at vulnerability was this piece, and I am proud to share it with you.

WE ARE ONE TEAM

-Dustin

 

 

 

In education today, there have been a lot of discussions in regard to what skills students may need for the future. Many times we hear conversations about “21st-century skills” and how to best prepare students for life and work in the 21st century. Often these 21st-century references are followed by reminders that we are well into the 21st century. We are not only thinking of the future, but these are also the skills that our students need today.

According to Alan November, keynote speaker and international leader in educational technology, there are certain skills that students need and that teachers need to promote within the classroom. Students need to be taught “how” to learn and prepare for more than knowing the content, by developing skills that are transferable to multiple areas of life and work. During a keynote presentation, November stated: “I think we should begin to move more and more toward the skill side, because if we teach you to memorize and regurgitate content and your job is wiped out by technology, you’re not well prepared to reinvent yourself if you didn’t learn how to learn.”

November’s message reinforces the importance of students developing skills such as being able to communicate, collaborate, problem-solve, think critically, to name a few. These are some of the key skills that will enable students to be adaptable to whatever type of work they ultimately find or whatever the next steps are once they leave high school. They are skills they will need whether they enroll in college, seek employment, pursue specialized training, or even take a gap year to decide. With changes in technology and in the capabilities when it comes to learning and the future of work, we can’t truly know what employers will look for five years down the road. The best we can do is to give students access to the right tools to equip themselves with not only the content that we are teaching, but infuse the curriculum with choice through independent learning and exploration of interests that students have. An important goal in schools today should be for students to drive their own learning and develop skills that are authentic and meaningful for learning but at the same time are unique to them.

Changing the Look of Schools and Learning

We’ve heard about the “gig economy” and how students need to have the capability of working in different industries and with different types of work. In a gig economy, each job or work assignment is comparable to an individual “gig” or temporary employment. The generation do-it-yourself (DIY) ties into that same thinking. We need for students to do more than simply consume content, we need for them to create and beyond just creating with the content we have given them, they need to come up with their own questions and problems to be solved. Students need to be the designers of their learning journeys.

So what can we do to help our students become part of Generation DIY?

We need to give students the space to design their own learning path and to take charge of their education. There are a lot of instructional strategies that lend themselves to this “generation do-it-yourself” such as a genius hour, project-based learning, service-learning, experiential learning, and makerspaces, among others. As educators, what can we do to ensure that all students have an equal opportunity to explore and have access to whatever it is that they might need? How can we truly know what they will need in the future to enable us to help them? We can best prepare by giving and being open to options that diverge from the traditional look of schools and learning.

Schools around the country have started to offer more courses based on emerging trends and what the “predictions” are for future-ready skills. Some courses or components of courses available in schools, including my own, are entrepreneurship, web design, sports and entertainment management, and other courses with content and opportunities to help students develop the skills necessary to design their own learning journeys. Students need more real-world opportunities to engage in that connect them with their community and develop the skills to assess needs in the community and globally, and brainstorm ways to offer services that will be beneficial for others. It happens that educators often assume that students have certain skills, for example, they know how to use and leverage technology effectively because they have grown up in a technology-infused era. However, the reality is quite different. We need to make sure that students have time to learn basic skills and then can push themselves to go beyond. Students need time to learn to adapt and be flexible and move beyond the traditional format of school and move into more learning that does not necessarily have clear-cut specifications.

Options for Generation DIY

You might wonder what options exist for students in the Generation DIY. Here are a few ways for students to explore different choices after high school that would promote some of the skills they will need as they prepare for the uncertainty of the future of work and learning.

  1. Schools can consider creating more opportunities for students through Career and Technical Education (CTE) programs. Through these programs, students can explore careers and work on building skills that are transferable to diverse types of work. When students have access to  CTE programs, they get to look into emerging trends in the workforce, explore different careers and walk away with certifications that can increase their marketability in the workforce. For students who may be unsure of the next steps after graduation, CTE programs can offer them time to be curious by exploring possible career options, while developing their skills in high school.
  2. Place-based education gives students the opportunity to explore their communities, learn about the geography and immerse more in authentic learning by stepping out into the “real-world” for more meaningful ways to develop skills in math, social studies, science, language arts, and other content areas. There are six design principles in PBE, which are not required as part of the place-based education, however, when they are included, lead to more authentic and higher quality experiences. The Place Network is a collaborative of rural K-12 schools which provides a wealth of resources for learning more about PBE and becoming a PBE school.
  3. Service learning programs give students an opportunity to learn by exploring real-world issues, even investigating on a global scale and then taking action in their own community. Educators can implement methods such as project-based learning or inquiry-based learning to engage students more by addressing problems or challenges identified in their local environment. Involving students in service learning programs gives them the chance to build skills for the future and learn about their own interests in the process.
  4. The Generation DIY Campaign is aimed at giving students the chance to “chart” their own course through high school and college by exploring different careers and developing diverse skills that are transferable to multiple areas of work. The Generation DIY toolkit provides information and resources for educators and students to get started and also includes personal stories about the process and impact of Generation DIY.
  5. Artificial intelligence (AI) is a growing area in which students can design their own technologies to address issues they identify in the world. AI use is increasing and students can become the creators of AI that can possibly change the way students learn, by creating things like chatbots, or learn how to code and create a virtual assistant. There are many tools available for students to explore how AI is used in everyday life and design their own project based on  AI. These technologies help students to build skills in problem-solving, critical thinking, collaboration, and creativity, to name a few, which are essential skills for whatever the future holds for them.

In the end, it comes down to the different choices that we make available for students in schools today. While we certainly cannot predict the jobs that will exist in 10 years, when the current kindergarten students will be entering their high school years, the best way to prepare is by having options in place and connecting school and community.

All books available at  bit.ly/Pothbooks

It has  been quite a year. Three books  published this year, looking back to one year ago as I was writing all three, very different books at the same time. But  the book In Other Words came to me as I was preparing to work  on The Future is Now.  It stemmed from a quote:

Teddy Roosevelt once said, “I am a part of everything I have read.” When I read his quote, it greatly resonated with me because of my love of quotes and the impact they can have in our lives. In Other Words is a book full of inspirational and thought-provoking quotes that have pushed my thinking, inspired me and given me strength when I needed it. The book shares stories around the importance of growing ourselves as educators, knowing our why, as well as learning from and embracing failures and taking risks with learning so we can become our best selves for those we lead and learn with.

Get your signed copy here: bit.ly/Inotherwordsbook

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There are stories shared by educators with different backgrounds and different perspectives. My own experiences and interpretations and the educator vignettes shared by my PLN (Personal or Professional Learning Network) will hopefully push your thinking, inspire you, and provide whatever it is that you need. My hope is that by sharing our stories, it will inspire you to share yours.

 

There were many people involved throughout this journey. I reached out to members of my PLN and friends to include as many educators and students as possible. I  wanted to share more than just my story, but rather many stories and experiences.   This book is one that can be read by anyone, not just people in education. There are many quotes, unique personal experiences, beautiful graphics and more.

About the book #Quotes4EDU

In this book, I share some of my experiences and reflections based on quotes. I have included the stories of different educators in the form of vignettes or guest chapters. One chapter was written by two of my students and my book cover was drawn by one of my 9th-grade students. The story behind the book cover is included at the beginning of the book.  The book is available on Kindle or in paperback: bit.ly/Inotherwords  A few of the stories are available for listening on Synth. gosynth.com/p/s/pyzbnm  

Chapter Authors
Dennis Griffin
Maureen Hayes
Holly King
Elizabeth Merce
Melissa Pilakowski
Laura Steinbrink
Amy Storer
Donald Sturm
Cassy DeBacco
Celaine Hornsby
Vignettes
Marialice B.F.X. Curran
Jon Craig

Kristi  Daws

Sarah Fromhold
Jeff Kubiak
Matthew Larson
Jennifer Ledford
Kristen Nan
Toutoule Ntoya
Paul O’Neill
Zee Ann Poerio
Rodney Turner
Heather Young
Graphics 
Michael Mordechai Cohen
Dene Gainey
Manuel Herrera
Shelby  Krevokuch
Amber McCormick
Dana Ladenburger
Heather Lippert
Scott Nunes
Chris Spalton
Tisha Richmond
Monica Spillman
Laura Steinbrink
Kitty Tripp
Julie Woodard
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Thank you Kristi Daws for creating these images!!

 

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Have you heard about the Buncee Holiday Hugs? This is an absolutely amazing project that has taken place during the months of November and December. Through this project, students from around the world have created Buncees and shared their work on a Buncee Board for everyone to see. There are now 957 Buncees added to this Board!

So what are these Buncees being used for?

 

Buncee is partnering with children’s hospitals from around the world to share the Buncees that have been created for Holiday Hugs. These amazing Buncees will be shared with children who will be spending their time in the hospital during the holidays.

The Holiday Hugs project was started by Amy Storer with inspiration from Michael Drezek. The idea evolved from Amy’s own experience as she was spending time with her mother in the hospital over the holidays. The idea for Buncee Holiday Hugs then came to life through the connections with Amy and Marie Arturi, Creator of Buncee. Holiday Hugs is another wonderful project that follows past projects such as the Buncee Buddies (a penpal project that connects students globally to collaborate on different themes) and Miles of Smiles with Michael Drezek.

To learn more, watch this interview with Amy Storer and Brian Romero Smith in which they discuss this amazing Holiday Hugs project and their hopes for it during this holiday season.

Here are a few of the wonderful messages shared with the children. What I love the most is that the messages written on each of these Buncees can be enjoyed by everyone through the use of Immersive Reader. A fifth grade class created this Buncee story for their Holiday Hug and with Immersive Reader, not only can the language be translated, but the story can then be read to the children as well. Beyond simply sharing a wish for the holidays, students can tell stories, send messages, tell jokes, express themselves and it is accessible and can be enjoyed by everyone.

Each Buncee is uniquely different, adding in winter themes, specific holiday traditions and celebrations, animations and even video messages for the children.

Seeing each student share a story, a joke, offer encouragement, record videos, or share their picture to lift others up, truly is inspiring.

Each Holiday Hug is heartfelt from student to student.

With Buncee’s integration with Immersive Reader, students can write a message and share it with any child around the world for them to enjoy. The use of Immersive Reader in Buncee enables students to create multimedia content, improve language skills and build global awareness in authentic and meaningful ways.

Please take time to explore the Buncee Holiday Hugs and read more about this project and its incredible impact on the lives of so many children and on everyone who has participated.

Look at the different creations! I hope you will take some time to explore the Buncee Holiday Hugs and read more about this wonderful project and its incredible impact on the lives of so many children and on everyone who has participated.

 

Recently I had a colleague ask me for some ideas for dealing with challenges when it comes to classroom management, student behaviors and just keeping up with the responsibilities of teaching in general. I’m always happy to have time to talk with other educators, there is so much to learn by connecting. I think sometimes there is an assumption that because someone may have been teaching for 10 or more years, or worked in the same school district for a long period of time, that’s there is a higher level of knowledge and skill held by a teacher that fits into this description. While of course the more that you teach, it might seem like you would have a lot of ideas and answers to share with younger or new to the school teachers, but the longer you have taught also means, I think, that you have that much more to learn.

Having taught for about the last 25 years, I’ve had a lot of different experiences, some good, some bad, some in-between and some just absolutely fantastic. I have been in the position where I needed to improve, and felt like no matter what I tried to do or could try to do, that I just would not succeed. That I would lose my job. I’ve also been at the opposite end where I felt like things were going well, I could feel more success and a change in how I had been teaching in the classroom and in my connections and relationships that I had built with the students and colleagues.

 

I think if you ask any educator, most can probably identify the best year they’ve had, and if they can’t, they just can’t yet. We always have room to grow and things take time. How do educators decide what makes it the best year? For some, is it a year without many challenges, the students are well-behaved, homework is complete, other clerical tasks and responsibilities held by the teacher are finished, observations went very well and teacher ratings are satisfactory or proficient or whatever the ranking may be? Maybe. But how do we truly define what would be the best year ever?

It takes time to build

I am fairly certain that last year was the best year I’ve had yet. I think because I changed a lot of things in my classroom, I stopped worrying so much about having every minute of every class accounted for and instead gave the students more possibilities to lead in the classroom and for me to have more opportunities to interact with them. Now it did not come without its challenges, some student behaviors that in some cases pushed me so far beyond frustration that I thought I reached my breaking point. I reacted in ways that I was not proud of, but I let the frustration get the best of me. I stopped seeing the student and only saw the behaviors. My “lens” had become clouded and it took some reflection and just not feeling very good about it for me to realize that I had to do something different.

 

The common feeling or response is when you feel like there is a lot to handle or come up with a plan for, can feel so isolating. you might feel lost or like others are judging you based on what you perceive to be your weak areas when it comes to instruction. And I’ve had a few people confide in me that they feel like they’re too different or too weird or they’re not normal enough to be teachers. Hearing those kinds of things breaks my heart because I don’t want to see teachers become disengaged or to lose their passion for doing the work that teachers do because of worrying about how others may or may not perceive them.

My response is always it’s good to be different, what does normal look like anyway? Does normal mean everybody gets and does the same thing? Does being normal mean you fit into some kind of mold, one that may or may not be who you truly are? I think the best that we can do for our students is to show them who we are because we want to know who they are.

We can’t hide behind some perceived idea or model of what a teacher should or should not look like. Nor should we compare ourselves to our colleagues or other teachers that we may have had in our own experience. When we do this we lose sight of something and I think it’s important for us to demonstrate and model for students. We need to worry about ourselves first and only compete with who we are today by judging it based on who we become tomorrow. Everyone has weaknesses, everybody struggles, everybody feels like they don’t belong at times, a friend once wrote about being in the land of misfits, I’m totally fine with that.

 

What can we do, regardless of what year we are in during our careers? New teachers have a lot to offer us veteran teachers, there are better pre-service teacher programs and more information available to current students that are seeking to get into the profession, than what is available to us veteran teachers, who may not have access to or may not even know they exist. And for the new teachers, when you are assigned to have a mentor in your school, I really don’t think you should consider it to be that you are the learner and that you must follow and adhere to all of the advice of your mentor. You have to decide who you want to be, what is your purpose, your why, your spark, your passion for doing what you’re doing?

It starts with us and it always starts with us to take that first step. We have to be okay with who we are and commit to doing whatever is best for our own personal and professional growth but being mindful of what that means and how it will impact those we lead and learn with.

So if at any time you feel down or lost or frustrated or like you’re becoming disengaged or that you don’t fit in, please send me a message. I’d love to talk to you and share some of my own experiences on my 25-year learning journey.

 

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

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Guest  Post by Kim Murphree, Educational Technology Trainer, Mansfield, Texas @murphree_kim

With the increase in accessible, affordable and abundant Augmented and Virtual Reality apps and programs, education can now provide these types of learning experiences for students. We see it with the popularity of the Merge Cube and Merge Goggles, and with free programs like Google Expeditions and Tour Creator. Teachers, and more importantly their students, have the opportunity to participate in these types of learning experiences with little monetary investment and not a super high level of technical knowledge.

And that’s what augmented and virtual reality provides in education- an experience. Learning through AR/VR raises a learning activity from a passive task to an immersive experience- connecting the user to the content in a way that has not been reasonably possible in the classroom before. Implementing Augmented or Virtual Reality raises your level of engagement through a multi-sensory experience. The experience itself is as close as you can get to having “special effects” in the classroom- and here is where teachers can take advantage of this magic. Teachers don’t have to work quite so hard for the “wow”. Countless PD sessions and books expound on how to “hook” students in or ways to increase engagement with the content- with AR/VR the cool is already there. Kids are already hooked and engaged. This leaves the content connection. Teachers can now concentrate on what they are the experts in- the content. However, It is important to connect the cool with the content in order to ensure that integrating AR/VR is meaningful and purposeful.

Below are some tips for “connecting the cool”:

  • Extend and Enhance your Curriculum– make sure your AR/VR integration doesn’t turn into a “movie day” situation. It should not be used as a filler but as a value-added addition.
  • Ensure Active Learning– Augmented and Virtual reality in the classroom has an inherent physicality to it, make sure you adapt your room and lesson to guarantee student interaction with the materials and with each other
  • Significance– As the content area expert, and with the built-in wow factor, use your lesson planning time to bring the content purpose to the forefront. The AR/VR experience should solidify the significance of the content you are covering.
  • Reflective Summary– AR/VR activities, while special, still require follow-up and feedback. Build opportunities for reflection in your lesson, just like you would for any good learning activity.

Augmented and Virtual Reality bring learning to a personal level and engages learning styles and modalities in such an easy way. This type of technology has far-reaching and limitless potential for use and has come so far that students and teachers are now able to move from simply being consumers of this type of technology to the creators. There are so many applications and programs that can bring your content to life- engagement and interaction are built into these applications. Students who are using a Merge Cube to look at the Solar System can immediately see its “cool”, therefore teachers can concentrate on the content and curriculum connection. Immersive technologies create genuine and unique learning opportunities that meet the needs of diverse learners of today.

 

 

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

 

Books available

The Impact
Guest Post by Megan Reinke, Student at Iowa State University, @MissMeganR

Last spring I took CI 245. It’s a class focusing on classroom management and lesson plans. That isn’t why I loved it though.

 I loved it because my teacher was one of the most supportive, knowledgeable, caring, fun teachers. People say, “You don’t get that in teachers at big universities,” but oh no, I definitely did. She is such a role model to me as I continue into the field of education. She didn’t just share her successes and high points of teaching, but she also shared her lowest points and failures. I loved this about her because it taught me that it is okay to mess up. Teaching and life is hard. We are all going to make mistakes.

 In her final thoughts on the last day, she had our class calculate the number of students we would touch the lives of throughout our teaching careers.

 There were 24 students in our class, and if we each thought for roughly 42 years, and had 20 students in our class then…

 (24 times 42 times 20)

 20,160.

 20,160 students. Wow.

 She started crying. I started crying. My class started crying. She went on to express how much she loved us, is proud of us, is excited for us, and going to miss this class.

 Point is, we all get the chance to make a big impact. HUGE in fact. I don’t mean this in regarding to the size of group or number of lives we get to impact. That number could have came out to be way smaller and it still would give me a reason to be purposeful in the ways I am impacting lives. Whether you get the chance to impact 20,000 lives or 2 lives, you get the opportunity to leave a HUGE impact on someone in this world. GET EXCITED FOR THIS! What are you doing now to prepare for this? How are you treating people everyday?

 Be that positive light, that positive influence, that supportive role model. Just how my teacher did to me.

 

Guest Post by, Jeffrey Patrick, M.Ed, Computer Science Integration Teacher, Propel Homestead  @jeffreypatrick_

The worst thing happened. My MacBook Pro fell. It slipped right off of my lap. The black screen of death has arrived. I got this MacBook Pro to get me through graduate school. It did its job, and I taught with it everyday for over 5 years. Since switching to Mac in 2004, it was my second in over a decade. The Apple tax hits you hard at first, but honestly these devices seem to last way longer than PCs that I’ve owned. I realize that there are alternatives, but I’m in the Apple ecosystem, and for me it’s a good place to be. None of that mattered now, I needed a new device, and I went on the internet to research. There it was, the iPad Pro.

The new iPad Pro (2018) has been my daily driver for about 6 months. I’m not yet running iPad OS, but its “MacBook” features are promising. More on that a little later. The main eye catching specification on the new iPad Pro is the A12X bionic chip. Apple has been making huge strides with its SOC chips. The iPad Pro, the one I’m using, has a Geekbench score of 5000 and a multi core score of 18000. It’s fast. It’s really fast. My old 2012 MacBook Pro 15 inch with and I7 processor and 16GB of Ram maxes out at 13000. Yes, this iPad is faster than many entry level MacBooks and some of the pros, and all MacBook airs. In some situations, the 11 inch model can be had for bout 700.00 dollars. That’s easily 3 hundred cheaper than the cheapest air, and it’s more powerful.

This device does everything faster. Typing, with a Bluetooth keyboard, editing Doink videos with green screens, coding applications, social media, mirroring examples for students to Promethean boards, using external displays with usb-c, and taking great photos are a few of my favorites. I’ve even had a smoother experience using Apple Classroom when controlling student iPads. The blazing fast 120hz screen refresh rate makes for nearly zero latency for the Apple Pencil too.

This machine is almost the MacBook that I’ve forgot about. Here’s where the caveats come in. It is a mobile device. That means using mobile versions and apps for almost everything. I ran into several issues when editing google docs and sheets because of the mobile platform. This was exacerbated by the limited view of document settings and tool bar menus. I imagine that Google with eventually fix some of these issues, but I’m sure they are more concerned about developing for their own devices. There is also no SD card reader. I mainly use this to print from our classroom 3D printer, but it’s annoyingly very mobile when it comes to these little tasks. My MacBook Pro could handle these simple tasks without any issues at all. Oh, and no mouse. This is really frustrating when doing word processing or trying to select specific text. It’s more like a long press with a little menu that you get on iPhones. It’s not as fast as a mouse right click, and painfully awkward when editing and moving things around.

The future is bright with iPad OS though. iPad OS is set to be announced soon, and it is the first time that iPad will have its own version of Apple’s OS. Part of the main features are the ability to use external storage, like SD cards, and a native file management system. It will also feature a full version of Safari that will display and act the same as a browser on a full Mac OS platform. It also has a very color accurate display which Apple calls the Liquid Retina display. Text, videos, apps, and the camera look great. They look really good. I’m even typing on it right now. This is not going to replace desktop hardware, and it’s not meant to. However, as a busy teacher, I use the iPad Pro everyday to teach with. It’s a good choice if considering a new device or in the case you don’t want to pay Apple 600.00 dollars for a new display in an out of warranty 2012 MacBook Pro.

If you think this is a good transition for you or you already own and/or teach with iPads, I recommend becoming an Apple Teacher. I have earned all of their badges, and they do a great job at getting you oriented as an educator. In addition to this, Apple has started an Everyone can Create and an Everyone can Code program. You can download their free CS For all Scope and Sequence as well as easy to use lesson plans. Also visit their Apple Disguised Educator forum to get great ideas from teacher leaders from around the world.

So the MacBook isn’t entirely dead, and I like to tinker. I’ve decided to take the hinge off of my old MacBook, and its’ currently hooked up to my school Promethean board with a wireless keyboard and a mouse. When I have it at home, I use it in target display mode with an iMac. It still works really well as a desktop replacement. It’s also a great teaching tool when showing students different components of hardware.

 

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

 

Books available

 

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