#mlearning

This post is sponsored by Screenleap. Opinions expressed are my own.

At the end of January, I attended the Future of Educational Technology Conference (FETC) in Orlando. FETC has become one of my favorite conferences to attend and each year I return to my school with a lot of new ideas and tools that I’m excited to try in my classroom and share with colleagues and educator friends. This year was no exception. After reading about the 31 start-up companies that would be participating in the “Pitch Fest” competition happening in the expo hall, I decided that I wanted to start there. These companies—the “best-of-the-best startups”—would be pitching their products and services to a panel of judges. I find this to be one of the “musts” for me each year to learn about the new ideas and products available to educators. I enjoy getting to talk with the companies to understand their tools and how it benefits educators and students.

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Before arriving, I had received a flyer from Screenleap. I took a quick look, but decided to set it aside and instead make time to meet with Tuyen Truong, the CEO and Founder of Screenleap, at the conference. We had a great conversation and I was immediately impressed with what I learned about Screenleap from Tuyen and from the reactions of other attendees who had stopped by the booth to learn more about Screenleap.

Not long after speaking with Tuyen, I presented my own poster session on designing “Creative, Personalized, and Productive Classrooms.” A common interest of the attendees was that they wanted to know options that would enable them to share lessons, to work with schedule changes that interrupted the normal class periods, and to provide access to learning opportunities for their students when their students needed them. Screenleap immediately popped into my mind and so I gave them a brief overview and pointed them in the direction of Screenleap’s booth in the EdTech Startup area.  

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Tools with Purpose: Getting Started Quickly

Common issues for teachers regarding education tools are knowing where to start and whether something will have a big learning curve. These are both important factors, but we should also consider the WHY behind adding the technology. Based on the interests of the educators that I spoke with, thinking through it and trying it out on my own, Screenleap definitely addresses these concerns by making it easy for teachers to set up and start using with students and by saving valuable time for teachers who use it.

So How Does It Work?

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Screenleap for Education allows teachers to share their screen with students and record it for later viewing. Whether the students are in the classroom or absent from class on a given day, they can watch the screen share live from wherever they are or access the lesson afterward when it is convenient for them. You can learn more about Screenleap for Education here. If you would like to try it out, you can start a free trial here!

Why Use Screenleap for Education?

When thinking about adding some new technology into the classroom, we really need to focus on the why behind choosing a specific tool or method. What difference will adding this tool make and how can it enhance the learning process and go beyond the traditional methods that are being used? What sets it apart from other tools you are currently using?

I think the benefits are clear with Screenleap for Education:

  1. Teachers can share from any device (including Chromebooks, iPads, Android, PCs, and Macs).
  2. Students don’t need to install any software to view their teacher’s screen, which makes it easily accessible to all students and saves time on IT administration.
  3. Everything is automatically recorded on the cloud for later playback. Teachers don’t need to manually upload the recording after the screen share.
  4. It saves teachers a lot of time because now they do not need to reteach lessons to students who miss a class since the recorded lessons are available for students to watch on their schedule. In addition, when it comes to re-teaching, you don’t always present the information the same way, so having a solid lesson that can quickly be shared with students to view and learn from is a real benefit for you.

Ideas for Using the Recording Feature

Depending on the content area you teach, or even if you have a different role than a classroom teacher, creating these recordings is easy and of great benefit. Having recordings available that you can share with colleagues, offer as extra instruction for students needing review, or even as a way to get feedback from colleagues about how you delivered a lesson, are just a few of the great ways to use the recording feature of Screenleap for Education. There are a lot of other possibilities for teachers, students, and administrators when the recording feature is used as part of a teacher’s daily instruction.

Getting Started

I found Screenleap for Education very intuitive and easy to get started with:

  1. After creating your account, there is an initial setup step where you can create your classes and add students to them.
  2. Once your classes are set up, it is easy to start sharing your screen with your students: all you need to do is click on the button for the class you want to share when your class starts. If it’s your first time sharing your screen, you will be walked through a one-time app installation before your screen share begins. null
  3. Once your screen share has started, your students can watch your screen share by signing into their accounts and clicking on the “View live class” button for your class.
  4. While you are sharing your screen, it is automatically recorded in the cloud.
  5. When you stop your screen share and have recording enabled, your recording will be processed and made available to you from the “Recordings” page. If you have automatic sharing configured, the recording will also be made available for your students to review.

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Additional Features That I Like

  • If you want to remove something from your class recording, you can do so and then upload the updated version.
  • You can share the same recording with multiple classes.
  • You can track student engagement in real-time by clicking on “engagement” or after the recording has been processed. You will see a snapshot of the engagement graph at the bottom of every recording.

Conclusion

Screenleap for Education offers a lot of benefits for teachers, students, and administrators: students can easily follow along in the classroom or from home, teachers do not have to reteach lessons that students miss, students can review lessons before tests, and administrators have resources available  that can help to improve test scores for their schools through better learning. In addition, being able to stay connected and keep up with class—even when not in the classroom—and having information available to share with other teachers and administrators really makes Screenleap stand out when it comes to tools that benefit student learning.

Let me know what you think of Screenleap for Education. Again, you can start a free trial here

Sign up for a ONE MONTH Teacher Trial here:

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

Learning Curve

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

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

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

Why 3D Bear

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

Ideas for the Classroom and Getting Started

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

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

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

5 Ideas to try

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

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

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

Originally posted on ISTE 

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

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

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

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

Common Sense Education.

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

The Center for Copyright Information.

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

21things4students.

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

Internet Education Foundation.

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

Brainpop.

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

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

 

Published on Getting Smart, 

 

Toward the end of the past school year, I noticed some changes in student behavior. There was a decrease in student engagement, especially while I responded to the question of a student seated close to me, students around the room became distracted or stopped listening. Trying to get the group to refocus sometimes presented a challenge and resulted in a loss of valuable instruction time. A second concern was how students had been treating one another. I overheard conversations in the hallways, witnessed unkind interactions in the classroom, or heard directly from students who sought help in dealing with different situations. There were two issues to resolve: eliminate the valuable instruction time that was being lost and help students to develop more positive, collaborative peer relationships. How could I connect students more to the content and to one another, so they could work together to foster a more positive classroom. After some brainstorming, I decided to first focus on ways to promote collaboration and to step out of my role of “leader” in the classroom by stepping aside.

The changes:

My first realization was that I needed to shift roles in my classroom. I needed to get out of the way, and students needed to do more than simply sit for the entire class. To get started, look at your own classroom. Where are you and the students spending the class period? Are you the only one speaking and moving? If so, think about how you can open up space and provide a more collaborative setting for students. Think about how you can involve the students in more “active learning” that will lead to better student engagement.

One morning, I looked at the physical space of my classroom and decided to break apart the rows of desks. By doing this, it created more flexible spaces for students to interact, to create and lead, and do more than just sit and listen. Students need opportunities to work with their peers through lessons and engage in activities where they can master the content together, and that will provide opportunities to develop their interpersonal skills, self-awareness and social awareness of others.

 

Making these changes can feel uncomfortable because it means going against what likely has been the traditional classroom structure. However, many teachers have moved toward flexible learning spaces, creating a more student-centered and student-driven classroom. A classroom which moves away from simply lecturing, reviewing homework, passing out materials, assigning new homework, and repeating this same routine the very next day. While this process may promote the acquisition and application of knowledge, it does not effectively promote collaboration, invite student input, nor foster development of vital SEL (social-emotional learning) skills.

CASEL (The Collaborative for Academic, Social, and Emotional Learning), formed in 1994, is an organization which actively works toward promoting the importance of developing SEL skills in education. SEL is focused on five competencies: self-awareness, self-management, social awareness,  relationship skills and responsible decision making. The development of these skills can benefit the level of student engagement as well, leading to higher academic achievement and reduce discipline issues in the classroom. To promote the development of SEL, here are some ideas and additional resources to get started.

Practical ways to promote SEL:

  • Icebreakers: I started the school year with fun icebreakers, to get to know one another and to find out what students had in common. Why? It all starts with relationships, building a connection with peers and the teacher, and using this to connect with the content area. Returning after an extended holiday break, doing even one icebreaker can be a good way to welcome students back to the classroom, to ease into the daily routine and to start the year fresh by working on relationships. Perhaps have students share what they did over break, show a picture, talk about favorite foods for holidays even, and let students make connections on their own.
  • Games and activities: Providing opportunities for students to interact through the use of games and activities in the classroom promotes the development of social-emotional learning skills. There are many online tools available to help you get started. For elementary and middle school, Centervention provides free online games, activities and printables for teaching students about SEL. Gaming helps students to learn to problem solve, collaborate, think critically, and develop empathy through scenarios within the game itself, or as a result of being part of a team. It creates a sense of community and belonging, which foster the social-emotional skills students need. Even by using Minecraft, educators have seen a connection between the benefits of gaming for learning and the development of SEL skills.
  • Learning Stations: Something that has really made a difference in my classroom has been using learning stations. I started the year with rows and decided one morning, that the rows had to go. I quickly set up clusters of desks or “stations” to accommodate three students each, with four extra desks grouped together in the center. At each station, students spend 10-14 minutes doing a hands-on activity like a worksheet, creating flashcards, watching a video, playing a game or simply coming up with their own ways to practice. Deciding upon the activities takes some planning, especially when trying this for the first time, but it is well worth it. Start by explaining the “stations”, involving students in the discussion and asking for feedback. When we explain our goals and share any fears we may have, we are modeling “self-awareness” and “self-management”. By using stations, we also have more time to interact with each student and group, work on relationships and foster a deeper understanding of the content as well as connecting with one another and creating a more positive classroom culture.

Challenges and solutions:

  • Groups: The first few class periods there were complaints. Students wanted to work with their friends and others wanted to work alone. It can be awkward if you are the only one who doesn’t find somebody to work with, but it can also be a challenge to work with a group when you may end up being the only one doing the work. Assigning random groups can help alleviate some of these uncomfortable feelings, even though in life and for the future, students may face the same challenges and uncomfortable moments, not having a choice in collaborative work. However, for the time being, the importance is to help students to develop interpersonal skills that will enable them to be successful in the future, to develop the social and emotional learning skills, especially in terms of relationships, decision-making and developing a self- awareness.
  • Timing: It can be a challenge at first to know how much time to provide for each station. I started by spending ten minutes reviewing material, asking questions, or doing an activity with the whole class, before starting stations. I tried giving 15 minutes for each, so students would work through two each day. Some students finished early and wanted to move on. To work through this, I would use the time to speak with each group or individual students, and then make adjustments during the next station rotation. There is always room to improve, but the important thing is remembering to be flexible and open to changes that will positively impact student learning and relationships.

Benefits:

  • Student engagement: Students have been more engaged in learning, and have come in to tell me how much they look forward to coming to class. Because of the different activities within the stations, students participate more because they are active and moving, and know that each station offers a new way to learn.
  • Student leaders: Students are offering to help one another, to explain concepts, and to cheer each other on. They keep each other on task and by working in these small groups, there are less distractions than working as a whole group. Each small group can ask questions, receive individualized feedback because I can freely move around the classroom and clear up any misunderstandings.
  • Teacher-student relationships: Students are getting timely, authentic and personal feedback. By using learning stations, more time is student-focused and those individual conversations can happen as needed, to help students to be successful and be more confident.
  • Student learning: In terms of academic achievement, the participation and results of recent assessments are the highest they have been. Students enjoy coming to class because they know they’re going to be leading and making decisions about their learning, in a way that is comfortable, flexible and fun.The learning experience is more authentic and meaningful for students. Research has shown the positive benefits of incorporating SEL into the curriculum.
  • Student behaviors: As for the class distractions and the negative interactions that existed before, both have decreased tremendously. It is not something that is going to change overnight but what matters is that we make constant progress. We are learning and becoming better together.

Published originally on Getting Smart, January 8, 2018

 

Have you noticed more discussion recently about Artificial Intelligence or AI? When first hearing “Artificial Intelligence” is there an image that pops into your mind? Is it something that you can easily define? Perhaps your understanding/reference point is something you’ve seen in the movies. For myself, being an 80s child, my initial frame of reference is Star Wars, I immediately think of R2D2 or C3PO. My mind then wanders to thoughts of “I, Robot” starring Will Smith, in which the robots developed the capacity to think like humans, to feel and to take action on their own. And more currently, I think of the Alexa, Echo, Siri and others that have gained popularity, even more so recently. But what is the true meaning of AI and how do we see it in daily life?

The concept of “Artificial intelligence” can be hard to understand/grasp, especially when trying to think about how it can be applied to education as well as many other sectors of society. In December 2015, the Getting Smart #AskAboutAI research began and over these two years, they have identified over 100 applications of AI to life in areas such as recreation, transportation, education, healthcare and gaming to name just a few. The campaign focused on AI in regard to three objectives: employment, ethics and education. How can AI be beneficial for different industries, what are some of the uses, what are the benefits and risks associated with it, and of greater personal interest, what are the possibilities for AI in education.

According to Getting Smart’s “Ask About AI” report, the notion behind AI is that machines can exhibit human intelligence. The concept of “machine learning” started in 1956 and is when algorithms are used to interpret data and take some action or to complete a task. As a foreign language teacher, I became aware of machine learning years ago, in the form of language translators. AI, at its base, is computer code that displays some form of intelligence, learning, and problem solving in what has been referred to as a “super intelligence.” It is the development of computers that can complete tasks which normally require “human intelligence” however it learns on its own and continues to improve on past iterations. AI becomes smarter, knowledge grows, and it expands the realm of possibilities for society. Machine learning is actually a subset of artificial intelligence. It is said that all Machine Learning is AI, but not all AI is Machine Learning.

Everyday uses of Machine Learning and AI that you may not be aware of.

In my quest to learn more about AI and its implications for the future of learning, I needed to first understand how we were already using AI and perhaps, not even realizing it. I asked colleagues for their thoughts on AI and many were as unsure as I about how it is being used currently. Here are 5 common uses:

  1. Communication: Spam filters, powered by AI, streamline the amount of spam appearing in your inbox. As email senders (real or automated) become more careful with selecting words which have not been flagged previously, the filters need to adapt and continue to learn based on words that the user also flags. There is an added component of ML in this, in that through the algorithms already in place by the email provider, additional filters are then created.  Google takes it even further by continuously learning the types of email messages which are marked as “important”.
  2. Travel: If you have taken a ride using Uber or Lyft, you have experienced ML (Machine Learning), which is used to predict rider demand and to calculate ETA( Estimated Time of Arrival). The airline industry uses AI, since autopilot qualifies as AI, where it is estimated that “human steered” flight time is only seven minutes of actual flight length.
  3. Social networking: When we use Facebook to share photos, the artificial intelligence is able to detect faces in the image and suggest a name to tag the person. Facebook has continued to add new features as part of its AI Initiative, to generate a more personalized and interactive user experience. Some social media sites, such as Twitter, generate lists of accounts to follow, chats to join, and news feeds of interest based on an analysis of user input and data. Even Google with its “cards” can provide a variety of personal recommendations based on your search history.
  4. Online Shopping: One that comes to mind quickly is Amazon, and how it suggests items you may be interested in, as a result of your prior searches and order history. Systems are in place to protect consumers against fraud, with alerts being sent almost simultaneously to an attempted transaction that is not recognized as a “typical” purchase or located in a non-home base location. All of this done through AI, which is used for identifying fraudulent transactions.
  5. Education: Teachers and students have a wide range of tools available, ranging from Google Searches, in which alternate search terms are instantly suggested, citation generators, plagiarism checkers, and even Siri has become a popular tool for searches. An astounding amount of information generated instantly, far more advanced from thirty years ago and society’s reliance on card catalogs, calculators and books.

But what does AI mean for today’s classrooms?

Looking at these common uses in everyday life makes it easier to think about some ways that Artificial Intelligence can transform classrooms. Where will we see the biggest benefits? I think that it is important to take a look at your own classroom and consider: What are some of the tasks that are typically done? How are you and the students spending your class time? What are some ways that you could get some of that time back by using AI? Time to dream big!

Thinking about my own classroom, some of the most time-consuming tasks are conferencing and finding time to work with each student, creating and reviewing assessments, locating appropriate supplemental activities to differentiate for students, offering more engaging and immersive learning experiences. AI can address each of these areas, increasing the time available to spend doing more interactive lessons, having students lead, having more time to focus on relationships in the classroom and truly providing students with a world full of opportunities, personalized to their needs and instantly available.

So how can AI help?

  1. Communication:  Students and teachers will be able to communicate instantly with one another as well as to connect with other forms of AI around the world. Students instantly paired with peers, helping each student to expand their own personal learning networks, with personalized and more authentic connections that will meet the students’ interests and needs at any given moment. Think of the benefits for being able to converse with AI or a virtual peer, which has been located based on an assessment of student needs and error analyses. Build foreign language skills, talk to someone about school, family, life in a country being studied, possibilities are endless for language learning.
  2. Differentiation: With the availability of AI,  students and teachers will be able to connect with resources they need exactly when they need them. The entire internet of resources accessible within seconds, deliverable to each student saving valuable time for more interaction between teacher and student, and students and students. Through AI, students can have access to one to one tutors, creating more authentic learning experiences by pairing students with an expert or a virtual peer to learn with. Think of the benefits if each student could have instant access to a tutor wherever and whenever they needed one.
  3. Personalization: What better way to offer more personalized learning opportunities for students than to have AI be able to analyze student responses, determine areas of need and interest, and find resources or create new questions to help students to greater understanding of the content. What about the potential for informing the classroom teacher, and working together to create new learning opportunities for students, but in a faster way, that relates directly to the student needs and offers authentic and timely feedback.
  4. Exploration: With the rise of augmented and virtual reality, and the benefits of bringing these into the classroom for students to have a more immersive learning experience and to see places and explore things that otherwise they would not, AI can be a tremendous benefit for this. Through AI, resources could be found instantly based on student responses, or for the entire classroom to experience. Capabilities such as these are not something that will be limited by the time and place of the classroom setting. AI could show students want they want to explore, find ways to bring the content to life instantly.
  5. Assessments: AI could help teachers to assess students and streamline the grading process, with the added benefit of being able to quickly take the data, provide an analysis for teachers, so that time can be saved for more classroom interactions. It can help with student achievement, making sure that each student has the opportunity to learn and grow, benefitting from the faster responses through AI.

Considerations for the future.

Even though there has been concern expressed for what AI could mean for education: would AI lead to the replacement of teachers? Would the use of AI in the classroom have any negative impacts on student learning? There could not be a replacement of teachers because AI cannot help students to build SEL skills and learn from human interactions, vital components of relationships in the classroom. So in the end, what could AI do? Here are 10 roles for AI that can be used in education.

AI can quickly interpret a student’s needs and design an appropriate assessment. It can show students mastery, repeat lessons as needed and quickly design a personalized learning plan for each student. AI could provide teachers with a virtual teaching assistant, (something that was done in 2015 without students even knowing), which then frees time for the teacher to move around the room and facilitate learning. But more than just teachers and students, it can be a way to support parents by involving them in the learning environment of students and providing them with the information they need to help their students be successful when they’re not in the classroom. The future likely holds a lot of possibilities for AI and teachers can take the opportunity to be informed of the possibilities and being open to discussions with students.

Published on Getting Smart, November 5, 2017

What image comes to mind when you think of classrooms today? Where is the teacher and where are the students? Who is leading the discussion and doing most of the talking and moving in the classroom? For many, the image that comes to mind is that of a room of students, lined up in rows, with their attention directed to the teacher at the front of the room or involved in some activity at their desks. In this scenario, students are passively learning. Their involvement in class, in some cases, has them seated for the entire class period, while the teacher does most of the talking and moving around the room.

In the past, this may represent the typical format of classroom instruction, however today, with a greater focus on flexible learning environments, and educators looking to promote student choice and voice, this image or perception of “what classrooms look like”, has changed and continues to evolve into a more active learning space, a place where students are empowered. A space in which students take a more active role, transform students from consumers to creators and the former teacher-centered classroom into a student-centered and student-driven space.

Because students have typically spent so much of their school day seated, taking information in and do not always have time to ask questions, interact with peers, or do more than consume, they may become more passive learners. I started to notice this in my own classes. There was a decrease in student engagement, and reflecting on my methods I realized that I was spending so much time talking, that it was me making the decisions and leading all of our activities. There were not many opportunities for the students to work with peers, to move around, to really take control of their learning.

In an effort to encourage students to become more active learners as well as to be more involved in the types of activities and instruction in the classroom, I started to implement some teaching strategies involving music and games. There are many benefits to getting students more actively involved in learning and this can be done quite simply through a variety of teaching strategies. It can be a challenge to change over from the traditional classroom lecture model, however, there are some easy ways to change to a more active, engaging space.

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How to design more active learning experiences:

1. Game-Based Learning (GBL): GBL is a great way to add fun into the classroom and help build student excitement for learning. The use of gaming offers different ways for students to practice and develop their skills in more active learning environments. Games encourage students to learn and master content by problem-solving, collaborating, creating and engaging in more authentic and meaningful learning. It is a way to promote independent learning as well as by offering students choices in games to play and the means to work toward individual goals.

2. Tech: Students can create a game as a way to help themselves and their peers practice concepts and gain mastery. It can be a game created using one of the many digital tools available like KahootQuizlet or Quizizz. Students enjoy the opportunity to create a game, which leads to a more authentic learning experience when students select the specific vocabulary they need to practice, thus leading to more personalized learning opportunities. Students add to their skills by choosing how to leverage technology for the purpose of more self-directed learning.

3. No-tech: Students are very creative and offering them a chance to design a game to practice new content can lead to better retention and increase motivation. To get started, a few examples that can be used are to create a chart which includes 4 or 5 different categories or topics related to the content and grade level being taught. After deciding on categories, perhaps select 5 or 6 letters of the alphabet, or use numbers, which students must use to come up with a word, topic or date, that relates to each category. For example, in teaching Spanish, selecting categories such as classroom objects, verbs, colors, family and then deciding on the starting letter, students can brainstorm words and review in unique ways. Students can then randomly be assigned to small groups and then share the words their group came up with. An activity like this will promote communication between peers and provide an opportunity for collaboration and some fun as well. It can also be a good way to have students review, be creative and brainstorm new ideas. This creates time for teachers to assess student needs and decide the next steps in the lesson.

4. Music: Music livens up the classroom and is useful for helping students retain their learning. There are many ways to include music in learning, one just as simple as playing music when students enter the room, or while they work in small groups, to add to the culture of the classroom. As instructional materials, one idea is to have students create rhymes or a song using a vocabulary list, names of famous people, state or world capitals, monuments or anything related to the content area. Students can work in pairs or a small group and create a song which can be used as a mnemonic device, to help them retain the information in a more meaningful way. Students can then present live in class or use a tool like Flipgrid or Recap to record and share with classmates. These student creations add to the authentic classroom resources and engage students more in learning.

In trying one or all of these activities, students have an opportunity to be more active in the classroom, work together, build relationships, collaborate and engage in more authentic learning experiences. Placing students in the lead provides the teacher with an opportunity to step aside and become a facilitator and use time in class as an opportunity to not only assess student learning but to interact more and provide feedback for students.

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There are many ways to build students skills in the classroom, and these are just a few of the ideas that we have been trying and they are a work in progress. Knowing that something works takes reflection and student input. With students creating more and working in small groups, I have more time to move around and work with every student and group and provide more individualized instruction.

Students are asking more questions like, “Can we…?, What if…?, Is it okay to…?” and adding their creativity into our activities. Students suggest improvements, “Maybe we could… It might be better if we and This has helped me to remember…can we keep doing these activities?” And my answer to all of these has been “Yes, I think we should try it. If it works, then great. And if not, we will try again!”

Students need to be moving in the classroom and have opportunities to learn in different formats using a variety of instructional strategies and tools, and it’s okay if they are not in the traditional format.

 

  1. Empowered Learner
  2. Digital Citizen
  3. Knowledge Constructor
  4. Innovative Designer
  5. Computational Thinker
  6. Creative Communicator
  7. Global Collaborator

 

The Student Standards reflect the skills that we want the students of today to develop, so they can become more connected with their learning and prepare for their future in an increasingly digital world. The use of blogging is a good way to address the ISTE Standards for Students. The new standards, which were released in June 2016, focus more on what we want for students – The pursuit of lifelong learning and ways in which we can help to empower students in their learning. The emphasis is on providing opportunities which promote student voice and choice and help educators to implement technology in ways that will increase student growth and readiness for the future. The ISTE standards represent the skills and qualities that students need for su​​ccess in the 21st century.

Supporting the standards with technology
There are many educational tools (both digital and traditional) available to promote student voice in the classroom. Blogging is one tool that serves to support and meet the ISTE standards. Educators can refer to the standards as a guide for selecting tools to use with students that will amplify learning and promote student choice. The goal is to support students so they begin to take ownership in their learning. A move in the classroom from teacher-centered, to student-centered and optimally, student driven. Here is how Kidblog can help.

1. Empowered Learner: As empowered learners, students “leverage” technology to show their learning and demonstrate their mastery in a platform that is comfortable to them and in a personalized space. Students take more responsibility for and have choices in how to show their learning.

2. Digital Citizen: Blogging promotes digital citizenship as it helps students to develop their social presence. Through blogging, students become active in online communication, learn about proper use of internet and resources and interact in a safe learning environment. Posting online and sharing information helps students to develop the skills they will need in the future and to recognize their responsibility when it comes to digital resources. Blogging gives students the opportunity to practice appropriate and ethical online behaviors, which transfer into the classroom space as well.

3. Knowledge Constructor: Students gather information and resources to use in creating stories, conveying information in a way that is more authentic and meaningful for their learning. The use of blogs helps students to work on their writing skills and ties in nicely with gathering information to share in their digital space. Students can research and analyze the resources, to determine which is most relevant and applicable to their task.

4. Innovative Designer: Students can use the different tools and features in the Kidblog platform to express themselves in a more unique way, share ideas and create in an innovative way. Designing and creating more authentic ways to show their knowledge as well as creating new and more “imaginative” solutions to a question or problem presented.

5. Computational Thinker: Students can use blogs as a way to discuss and talk through a process of decision-making. Blogging is a great format for working through projects or solving complex problems, and to demonstrate the thought processes and analysis involved through their writing.

6. Creative Communicator: Students can use the different features of Kidblog to share their knowledge, convey information or tell a story in a more engaging and creative way, to be shared with peers and the teacher. Blogging opens up more opportunities for students to be more expressive than the traditional formats such as paper or other digital tools. Students can express themselves in a way which promotes creativity and with Kidblog, can incorporate other tools to present their information in a way that supports the learning goals and meets individual student needs and interests.

7. Global Collaborator: Students can use blogs as a way to learn about other cultures and connect with others by posting their blogs and sharing information with peers. Students narrate background experiences and connect with others in a safe learning environment that builds confidence and promotes student learning. Students share their blogs with peers and can also connect with other students from around the world. It facilitates the opportunity to local and global issues and perspectives, and to use the blog as a way to express their thoughts.

The focus of the ISTE Student Standards, helping students to become better with communication, collaboration, critical thinking, problem solving and to express themselves in more creative and innovative ways, falls in line with the features of Kidblog.

 Original Post Published on Teach Thought May 22, 2017, few updates added

 

Are you looking for some new ways to get students engaged this school year?

Here are 6 tools that I had found to be quite helpful as this school year winds down. More importantly, these are also some of the student favorites, in no particular order.

 

Flipgrid

Flipgrid is another video response tool that offers ways for students and teachers to interact with a variety of discussion topics. You start by creating a “grid” and then adding a “topic.” There have been some major updates and new features added to Flipgrid this summer. Longer recording length, stickers, gifs, integrations and more. Be sure to check it out!

A grid in my case is one of my Spanish classes.  Students go to the grid to see new topics which are posted for discussion and then record a response and even reply to classmates.

I have used Flipgrid as a way for students to reflect on their project-based learning, and for basic speaking assessments with my Spanish 1 and 2 students, where I can listen to their pronunciation and provide feedback. Flipgrid is also a way to connect students with other classrooms or even professionals in different fields, to connect with real-world applications of the content material.

Some additional features include the ability to give a rating to the response, read the transcript, provide written feedback which can then be emailed to each respondent, as long as an email address has been provided.

When setting up the topic, there are options for recording a video prompt, adding additional details in writing, and then customizing the topic based on whether or not other people can see the responses. You can freeze a topic, so new responses cannot be recorded but all prior responses can be viewed.

There are other features such as tracking the number of views, likes, and comments. Flipgrid is available on Chromebooks, iOS and Android devices and can also be embedded into an LMS or other websites. It is another tool that is easy to set up and might just be what you are looking for, especially at the end of the year,  to have students provide feedback on the course, to offer some information to help with the summer reflection.

 

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Recap 2.0

Recap 2.0 is a Question and Answer platform available on Chromebooks, iPads, iPhones and Android devices, which can be implemented right away and is easy to use. Recap enables teachers and students to ask questions, share a reflection, and provides a comfortable way for students to communicate their thoughts. Recap also had many new updates this summer and is a great way to spark curiosity in students and to help students learn ways of asking questions and seeking more independent learning.

Students can submit questions and receive direct feedback from the teacher, parents can receive feedback by email through Recap, and there are many other features available for assessment and classroom management. Recently Recap added another feature to its platform by introducing ‘Journeys.’

In a Recap Journey, teachers create a multi-step path for students. It starts with a 60-second video and then the learning path, which leads to more independent learning and can also be a great way to differentiate instruction. As an end to the “Journey”, students can share their information or create a presentation.

In my experience with the Journeys, I had students explore Spanish-speaking countries and included different links for them to explore more based on their own interests.

It was very easy to create my own Journey and there are also many Journeys available to try through the Recap Discover.

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Kahoot!

By now, you’ve likely heard of Kahoot! Especially last week when CHALLENGES came out after a period of Beta testing following discussions at ISTE in San Antonio. I was fortunate to be one of the testers and Challenges are great for having students practice the content and even for fun with family and friends.

Kahoot! is great for assessments and having a game based learning element added to your classroom. It can even be used for professional development or family fun. Kahoot! offers many quizzes in the public library which can be duplicated and then edited to make your own.

When playing, it also has added new features for auto advancing, playing in ” ghost mode ” which enables players to try and beat their first score. ‘Jumble,’ which is one of the most recent additions has proved to be a lot of fun and very beneficial for learning.

In Jumble, you create a question and each of the four colored tiles becomes part of the response. When the question appears on the board, the squares on the board are shown but the order is “jumbled.” Players must then slide the squares into the right order to either spell the word, properly form the sentence, or answer the question.

As a foreign language teacher, this has been quite beneficial for having students practice their spelling as well as for reinforcing proper word order for sentence structure in Spanish. Playing with Jumble mode has livened up the classroom because it is something different to try and the students are always excited about trying new things.

Setting up a game played in Jumble mode, or encouraging students to create games as a review, will add to classroom resources and be more authentic practice for the students.

Buncee

Buncee is a multimedia presentation tool which can be used to create interactive presentations, cards, signs and other engaging visuals.  (see recent post on new Buncee features, and look into Buncee Classroom)

There are many new items added to their library and some additional features, including the ability to use it for assessment. I have enjoyed testing out Buncee with my students. It is easy to create with Buncee, you can add multiple items o n to the canvas and move them around very easily. Teachers can create lessons with assessments through the classroom edition.

But what is most exciting about Buncee is that it offers many ways for students to be creative and more engaged in learning by creating something authentic, as there are thousands of items that you can add to bring it to life and make it your own.

Students can design Buncees for any class and will have the opportunity to create more authentic work which represents what they can do with the language material we have covered. Creating will be a lot of fun for students and teachers. And great for doing a Twitter Chat too! Lots of great templates.

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Telegraph

Telegraph is a very easy site to publish a stand-alone web page, which can be used to create a sign, a newsletter, a journal entry, or anything as an alternative format to pen and paper or using a Word or Google Document.

It is simple to use: type in the website, add a title to it, your name and add some pictures or links to other websites and once you’re finished, you publish it and it provides you with a web address. You can easily share that link with anyone.

My students created a site to tell about a favorite trip, one to talk about sports and favorite athletes, and another some even made Mother’s Day pages and then printed them. If you’re looking for a way to have students practice simple writing skills and do so in a more digital way, I’d recommend trying Telegraph. No log-in is required and it’s very easy to use.

Quizizz

Quizziz is a fun assessment tool that continues to add more features, which makes obtaining feedback from students and providing feedback to them much easier. Some of the newer features include receiving a daily report of the Quizizz summary and being able to send parents the results of a student’s Quizizz game. (See new Quizizz features)

The daily summary report shows the number of Quizizz games used, number of responses, percentage correct as well as additional information. It’s nice to be able to have that data available so quickly. There is also the option to email the data directly to parents, which is great especially for communicating student progress and in a timely manner.

Quizizz is another tool which is easy to implement, you simply create your own by adding your own questions or search from the public Quizizz available and drag in the questions you want and then edit them according to your preferences.

Other benefits include the ability to either play it live or assign it as “practice” or homework. You can store your Quizizz games into Collections to find them easily, quickly build games and it has a much improved UI, and it was pretty good to begin with.

And if you create the Quizizz and do not have enough time for students to finish, no worries because when students use the same login and pin number, they can pick up right where they left off in the game.

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Buncee

There are a lot of great digital tools that promote student creativity and choice and give students an opportunity to learn about each other in the process. Two tools that have worked well together for this purpose are Buncee and Padlet. Using these together promotes student creativity, provides more authentic and meaningful ways for students to share backgrounds and introduce themselves to classmates. It builds digital citizenship and technology skills by teaching students how to interact in a virtual space. It promotes communication and collaboration through the sharing of projects and opens the ability to engage in conversation through the commenting feature on Padlet.

 

When students start the school year, learning about classroom procedures and becoming familiar with their peers are important activities. Teachers go about these procedures in different ways, some even choosing to dive right into the content material and to open up opportunities for these typical procedures on a daily basis. The past few years I have tried to get students to interact more at the start of the year, share who they are, their experiences, their interests and have them set some goals as well. I try to do so with variety of icebreakers or other activities like surveys or classroom games to get the conversations started. However, this year I plan to have students share their information by creating a visual representation. Students will be able to choose from the library of thousands of images, props, icons, animations and more in Buncee to tell their story. The requirement will be that they use very little in terms of text and rather choose the images, animations and even videos to tell their story. I also hope that it creates a way for students to share some learning goals they may have or things they wish their teacher knew.

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Before the advancements in technology and the increase in types and number of tools available, sharing these creations required either printing or sending through email or storing on a flash drive. But with collaborative tools such as Padlet, it has been very simple to not only share the information quickly but to embed a Buncee project right onto the Padlet so it is fully visible to everyone instantly. By doing this, students have gained new knowledge of technology, developed peer relationships, teachers learn about the students, the students will learn about each other, and it will start the conversations going. By using imagery rather than so many words, students will be able to see some commonalities in the classroom which will help to drive the development of a classroom culture.

Besides the learning potential in this, I think it is a lot of fun and highly engaging for students to create and to see what their classmates have created. I would not be setting a good example if I myself did not create a Buncee and add it into the group. Students need to learn about their teachers as much as the teachers need to learn about the students. I’ve heard the quote and read the quote of Teddy Roosevelt many times “Children do not care how much you know until they know how much you care.”  This couldn’t be truer, so we need to learn about our students and show that we care about them and their success.

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Combining Buncee and Padlet

Throughout this app smashing (when two tools are used in conjunction to create and present a product), students enhance their skills in many areas. In terms of the ISTE Student Standards, all seven are addressed in completing these activities. The main one addressed is 6, Creative Communicator. Students have a choice and their voice is represented in creating their Buncee. But in the process of creating, they become Global Collaborators because by posting it on Padlet, others can view their work and comment. They are Empowered Learners because they have choice and voice in their learning experiences. Computational Thinkers because they are deciding how to present the information in the Buncee, Innovative designers choosing from the thousands of features available in the library to put into their own creation. Digital Citizens because they are learning to respect others’ work and to publish and post responsibly. For some students, this will be the first time they are really interacting with digital tools and so it will be perhaps a big learning curve. However, everyone will be doing the same thing and there will be comfort in this which will help student confidence to increase. I promote student empowerment and it will be a good way to set up the classroom culture and to help students gain some new skills moving forward.

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New Buncee Boards! Announced today!

Today is an exciting day for Buncee and the many users of Buncee. The newest feature, Buncee boards, provide a great way to gather resources in one place, open up communication and collaboration, and share ideas with others in and out of the classroom. There are a lot of great ideas for using #BunceeBoards in the classroom, so be sure to check out this post: 10 ways to use Buncee Boards to see some of the ways Buncee Boards can be used in the classroom. There are a lof of great ways to use these in the classroom, and even better, students can have fun sharing, commenting and posting reactions to the boards.

There are many possibilities for using Buncee in the classroom and the nice thing about it, the best thing about it, is that it promotes choice and authentic creations for students and teachers and anyone. It is a skill that students can learn and can share with their families which will open up more learning opportunities beyond the school setting and move it into the community and beyond.

 

 

Ever since I had the opportunity to talk to the creators of Quizizz in January of 2016, I have been fascinated by how hard they work and appreciate how active they are in continuing to seek feedback from educators.
Quizizz began in 2015, the idea of Ankit and Deepak, who wanted to create a learning tool that would help students and teachers in the classroom. I remember that first conversation. Hearing their story was so inspiring, knowing how hard they worked to achieve success, not giving up, really emphasizes the importance of working through challenges, setting goals, reflecting and to keep moving forward when you believe in something like they did. They did not give up but rather worked harder. 


I had the chance to meet them face to face at ISTE in Denver last summer. I really enjoyed the conversation and seeing people learning about Quizizz for the first time. We have kept in touch, they send updates and announcements about new features on a regular basis and I have been fortunate enough to be included in some of the testing and conversations. My students even had some fun creating their own memes to be used in our games, imagine their surprise when I added some of theirs into our game the first time. 

ISTE 2017

Photo from #ISTE17 Twitter feed


If you have not yet tried Quizizz, I recommend giving it a try for some additional ways to engage your students in learning and provide more opportunities for practicing the material. In addition to reinforcing the content material, students will definitely have a lot of fun in the process. The benefits of Quizizz are that not only can you play it live in class, it can be assigned for practice and students can redo the Quizizz game for extra practice and preparation whenever they want. Students can start a game and continue later as long as they use the same join code and user name, which makes it really beneficial for having the opportunity to learn anywhere and anytime, regardless of their schedule.

I caught up with the Quizizz team again this year at ISTE in San Antonio, before the conference officially kicked off and I was excited to learn about their newest app which is called ZipQuiz. I definitely enjoyed playing it, although I did not do so well and felt really bad when I was told at what grade level the questions were. I will not share that information now. But you can’t always remember everything, can you? Or maybe there is a way. This is what ZipQuiz can help you do!

So here is how ZipQuiz works:


Quizizz itself is a great way to review in the classroom and even use the games as an assessment for quick feedback for the students and for you to plan your next steps. And now, with the new app ZipQuiz, students are able to continue practicing and even compete against friends and others, on various school subjects whenever and wherever they want.


ZipQuiz is easy to use. Once students have the app, they simply need to select their appropriate grade level from 1st through 12th grade and choose one of the subjects that are currently available: math, science, English, history, geography, or even select the “fun” subject.​ A​ll​ of​ the content ​in ZipQuiz​  is created by teachers  and curated by editors at Quizizz.
Once the subject is selected, a quiz will be generated with a 60 second timer that the students can then start to play. Once the game ends, they have an option to challenge someone to try the same quiz and beat their score.​ Students can play these “s​olo” games and then​ share the​ games​ as challenges to friends​ ​or​ they can play​ in a ​ “Versus” mode where ​they will be pair​ed​ with other students from around the world.​ As for safety, I have been told there is no​t a ​way for students to communicate with each other through the app​ and so it is safe to play.
They showed me a few of the games and some of the features of ZipQuiz. I had a lot of fun playing it and trying to figure out the correct answers was not always easy, as the subjects were ones that I had studied many years ago. I look forward to trying this with my students and sharing it with colleagues and who knows maybe even challenging a few friends myself. But I think I should probably practice first to see if I need to practice on my subject knowledge

Currently it is available as an app for the iOS systems and they are of course working on the Android app, which I am sure will come out soon.

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​As for Quizizz, some of the other great features ​are that Quizizz integrates with Google classroom, it has great ​d​ata ​t​racking​,​ teachers can look at reports ​and quickly understand which questions were answered incorrectly by all ​students and they can also look at each student’s response​, question by ​question. ​Reports are saved, making it easy to go back in and check the ​results. There is also the option to ​s​end an email to parents with the student’s’ ​results from the ​Quizizz, which is a great way to keep that communication open with parents and share the assessment data.

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Another fun meme, thanks Quizizz 🙂



For added fun, Quizizz also offers memes​,​ question timers, ​music and the ​option of including a l​eaderboard​,​ all of which can be turn​ed​ on or off by the teacher, depending on their preferences.
Not a lot of time to create a game?  No worries. There are thousands of public Quizizz games available, and creating a game is quite easy with the “search” feature. You can quickly create a game by gathering questions and adapting them to your specific content or changing the choices by using the search and pulling questions from the various public games available.

 

If you are looking for a new tool to start the school year with that provides some different options for learning and fun, try Quizizz. And if you have some fun ways to play or ideas to share, let me know, or contact Quizizz directly. They will be happy to hear from you!

Thanks Quizizz for making the meme for me!

Thanks Quizizz for making the meme for me!

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