Category Archives: Tech Integration

Distracted by Tech? Address the Problem, Not the Symptom

I wish I had a dollar for every time someone asked me to block a site. Truthfully, I’d charge people that want me to block all games from the internet a little more.  It would  fund my retirement nicely. It’s a problem that occurs everywhere- the complaint that games and social media distract students and make it difficult if not impossible for them to do the learning they need to do.

Lately the complaints have ramped up from teachers frustrated by students who are running out of time to complete work before the end of the year. They ask me to look through the students’ laptops and find out what they are doing instead of work. It’s tedious but it is part of my job so I do it.

Students have never been at a loss for ways to avoid work. This year I am seeing some old tools like Stealthy paired with newer ones like PanicButton. These are extensions from the Chrome Webstore that allow students to get around our filters (Stealthy) and hide webpages that they don’t want you to see (PanicButton).

Image

The extensions will show up (unless they are hidden) to the right of the address bar in Chrome as shown in the photo above. I suggest you start looking for them.

ImageThe Stealthy button is a red square with an arrow in it. When it’s red, it’s off and the school’s filter is in place. When it’s green, it’s on and the student is using a proxy server to get around the filter. This will allow them to go anywhere they want. There’s no free lunch here- there are risks. You can read about them here.

ImageThe Panic Button is a red circle with either a target in it or an exclamation point. Both do the same thing- they hide the pages the student doesn’t want you to see, and replaces them with a more school appropriate page. Students can set the page they want you to see.

We CANNOT control the use of these tools. We can’t block them. We can make the students remove them. They are easily re-added as soon as we turn our backs. It’s less of a discipline issue than it is a sign that the student has become disconnected from the learning.

I’ll challenge you to think of these tools not as the problem itself but as a symptom of a bigger issue. Not completing work is not a new problem. It is not caused by laptops, phones, or iPads. Technology has certainly made procrastination easier but it didn’t invent it. All these tools are a big fat arrow pointing at the real problem- the student is stuck.

So why did I bother to point these things out? Because they are a visual that leads you to conversations with your students. When you see that students have installed these kinds of tools it’s kind of like noticing they have a rash. It certainly provides an opening to begin a discussion. I had the opportunity to chat with two young men this week about their use of both of these tools. I asked what educational purpose they served, and as you could expect they had a hard time coming up with one.

Both students are athletes. I asked them if they would ever consider working hard in practice when the coach was watching, and slacking off and doing something else when the coach had their back turned. They thought this was ridiculous! Why would they do that? How would they ever get better? Neither wanted to sit the bench, and they acknowledged that that kind of behavior would be counterproductive.

This made things too easy. I asked how they thought using the PanicButton was going to help them if it only made them look like they were learning. Neither could come up with an answer.

Here’s where the door opens for you as a teacher. Distraction, procrastination, defiance- they are all symptoms of the same problem. Disengagement. It might be disengagement from a particular assignment or it might be disengagement from school as a whole.  It’s our job as teachers to figure out WHY. It’s not about “who’s fault” it is. It’s about finding solutions. Forward motion is the goal.

I’m not a social worker so I can’t fix the big problems- but here are some suggestions you might try for the smaller ones. Keep in mind that this does not have to be done for an entire class- apply these as you identify students who could use them.

Reading issues:

  • Print articles students need to read. When reading gets tough and Facebook is on another tab, the temptation is to turn to the easier task.
  • Use summarizing tools like Skimzee, SummarizeThis and TLDR (Too Long, Didn’t Read). Some work better than others but most work better than not reading at all.
  • Remove ads from pages by using Clearly in Chrome or Reader in Safari.

Distraction Issues:

  • Not all work is best done on the laptop. Decide if closing the lid will be beneficial for students.
  • Sometimes GoogleDocs provides too many notifications about new email, chat requests, etc. Have students write in Pages. Pages files can be uploaded for storage, or they can paste their work into a GoogleDoc when they are done. They can also use WriteSpace, a tool that provides a black screen with a cursor for distraction free writing.
  • Have students turn their airports off if they don’t need the internet.
  • Seating. If you know a child has a hard time focusing, do not let them sit in the hallway or with their back against the wall. Give them a seat where their screen is visible and keep an eye on what they are doing.
  • Ask students to use tools like IAMSTUDYING or Website Blocker. These allow the students to customize a filter that will block the sites they need to stay off of as well as the times they’d like them blocked. Helping students learn to self monitor can be crucial.

Accountability:

  • Exit tickets are a great way to hold students accountable for what they have done in class. Some teachers start with a daily goal and ask students to evaluate how they have done. They don’t leave class without handing in the ticket.
  • Ask them to email a copy of their daily work to you. It will only take a minute for you to evaluate what they have done and know how well they are using their time. This is especially effective when you are doing a whole class video. VideoNot.es gives you an easy way to do this.

If you’ve been in the classroom any time at all, you already have a hefty toolbox of strategies to help students. When you look at the behavior with technology as a symptom it makes it easier to put together a set of strategies to get your students moving ahead.

 

 

Tech Integrator Tip: Align and Conquer

If there was a standing job description for a tech integrator, it might include the following: “Ability to work with little supervision. Strong diagnostic and psychological skills. Able to shift focus quickly, easily and often. Must possess good sense of humor. Sales experience helpful.”

Tech integrators make their own schedules and are left to make decisions on a myriad of classrooms k-12. Sometimes it feels like we have no boss and sometimes it feels like we ARE the boss. Of course we have bosses but they are often stretched way beyond thin and self sufficiency is appreciated. Sometimes we operate like Tinkerbelle, spreading pixie-dust and performing magic to fix holes in teaching and learning with technology. What we seldom do is teach and train in a systematic method that is carefully planned and implemented building or district wide.

I’ve been an integrator for a very long time and always thought I did a pretty good job. I was busy, the teachers liked what I was doing in the classrooms, the kids were competent and engaged. Then things changed.

We’ve moved as a district to a student centered model of teaching and learning. Our teachers are tightly focused on student success. They spend hours working on strategies to help support the many levels of learners that are present in their heterogenously grouped classrooms. This tight focus has proved problematic for me.

In the past, I’d go into classrooms and do whole class lessons on digital citizenship, search strategies, or presentation skills (see the post on Dodging Presentation Fatigue). I shared weekly Tech Goodies via our conference email. I chatted teachers up in the hallways. Business was good.

Now it’s tough to get into classrooms. Students are working on a variety of things so whole class instruction is no longer appropriate. No problem- I’ll offer small group support in the areas I think they are most in need of. Off I go to organize the modules, send out the emails, chat in the hallways, and wait for the requests to come pouring in.

Except they aren’t. I’ve spent more time at my desk than ever before and it’s lonely there. It does, however, give me time to reflect on what’s going wrong and how to fix it.

Here’s what I realized. I am going about this all wrong. I am standing on the outside like a consultant. Change is happening all around me and I am still working in the same old “sage on the stage” environment, assuming I know what others need to know and just waiting for a way to tell them.

My district has spent a great deal of money sending me to graduate school to get a degree in Instructional Design. I originally pursued this because my grasp on content organization is weak, having gotten a degree in Equine Studies upon which to place my endorsement (another story for another post). I started looking at my job through the eyes of an instructional designer and quickly realized that I was working at the wrong end of the problem.

Most districts have a district technology plan. It’s usually a state requirement. It speaks to budgets and infrastructure and staffing and vaguely to student implementation. What they don’t have is a Technology Integration Plan. A district technology integration plan is a way to create a system of integration that gets to the heart of what we want to do with the technology that we are provided, district wide, in a formalized fashion.

Without getting deeply into instructional design pedagogy, it works like this:

Begin with a needs analysis. Both the district and your buildings begin each year with goals. Some of these will deal with technology or can be supported with technology. Have face to face conversations or submit surveys to the organizational leaders in your district. Find out where teachers feel they need help- or where they see the biggest gaps for their students. Ask students as well. This will help you eliminate assumptions that you will be bringing to the table. It will also help you develop goals for your plan.

Goals. Most of us have to write them and we do. Then we tuck them away and don’t think of them again, but they are essential to the success of your plan. Think of them as objectives for learning. Create them based on the results of your needs surveys, not based on your assumptions of what’s needed.

Once your goals are created, you can begin to brainstorm the problems and opportunities that will arise as you develop your training. This will help tease out the issues that can be solved by training and those that can’t. For example, if one of the goals is to bring more equity to the equipment distribution across your district, the problem may be that your budget won’t allow the purchase of more equipment. Solutions could include redistributing equipment and allowing teachers flexibility in their schedules to allow for sharing a well-equipped space. You’ll find that not everything is a training problem.

From here you can begin developing a system of training on the topics that will be most advantageous to your organization. You’ll find that it is beginning to look suspiciously like creating a lesson plan- and you are right. The tough thing can be finding time to present the training; however, since you are aligning your training with building and district goals, the buy-in may be considerably higher than what you have had in the past. You’ll have a good argument for sliding into inservice days.

Each district is different in how they handle their integrationists- but what is often universal is our ability to change how we work. We can be influential in how our buildings do business with technology. I’m working on this plan even as we speak, and have great hope that this will turn into a big win-win for everyone. Stay tuned.

 

Aside

If we’re being honest, all of us have had evil thoughts during a presentation at some point in our lives. Presentation software is one of the most poorly used tools available- but it doesn’t have to be. Whether you are … Continue reading

Integrator’s Tip: Action Mapping Gives a New View of Presentations

Tech integration is an interesting job. It’s equal parts psychology, tech expertise, and marketing. Right now business is light and I’m in that marketing phase, trying to find ways to get back into classrooms. When I’m in this mode I try to focus on something that I know teachers do regularly and give it a little twist.

Right now I’m marketing presentations. Not because I necessarily think they are a great learning tool- more because they have become a staple of student evidence of learning.  In my prep work I uncovered an organizational model called Action Mapping. It’s from a blog by Cathy Moore and in a nutshell it focuses on what people need to be able to DO with the knowledge they are learning rather than just WHAT they have to learn. It’s given me an interesting way to look at an old standby.

Here’s how it works:

You identify the learning goal
You identify what skills your students need to reach it
You identify why students most often fail to reach the goal (lack of knowledge, lack of skills, lack of motivation, environment)
You design learning activities that are realistic and relevant to the learning goal
You identify what your students need to know and do to successfully complete the activities.

It’s a lot like what teachers already do to create lessons, but the emphasis is more on the “doing” than on the “knowing.” I applied it to creating presentations and all of a sudden I got a completely different integration road map.

Learning goal: Show understanding of a topic or question through a particular lens provided by the teacher (or better yet, created by the student! But I digress…) in presentation form.

Skills Needed: Strategies to find appropriate information on the topic. Knowledge of connections between the information found and the essential question. Ability to read digital text. Method of taking and saving notes. Means of organizing found information. Ability to find and appropriately cite images.

Students most often fail at presentations because:  They lack content knowledge because they copied and pasted information onto slides, they lack  correct information (or enough information) because they have poor search skills, they lack skills in finding sources at the appropriate reading level,  they lack understanding of how to correctly cite sources, and/or they lack  skills in how to present information in a presentation setting.

Identify learning activities that are relevant to the goal:  Develop search strategies to find accurate sources of information, decipher text to glean needed information, organize information so that it makes sense in a presentation, use notes to supplement text on slide, use graphics to supplement information, show understanding of copyright laws by correctly citing all sources of information

What do students need to know to be able to complete the activities: effective search strategies, strategies for reading digital text, digital note-taking, information organization tools,  how to find bibliography resources, how to use public speaking tools like speaker notes.

Action mapping suggests that you do a graphic organizer to help with the planning. This, I think, is a crucial step, as it points out the many areas where integration can take place:

Click to see larger image

Click to see larger image

All of a sudden I have many more opportunities to bring technology into the classroom in a useful way. You’ll notice that there is NOTHING in there on how to use Prezi, Keynote, HaikuDeck or any of the other presentation tools available to students. Action mapping helps tease out what students REALLY need to be able to do to create a good presentation- and font size and animations don’t make the list.

Tech Integrator Tip: How to Successfully Not Know It All

I have to admit that I have come a long way in my 14 years of teaching and guiding technology use. In my early days I struggled to know everything I needed to teach, and to make it rigorous and full of depth. Usually I just made it hard and confusing- for both me and my students.

Now that I’m “of a certain age” I have given myself permission to “Not Know It All” and be good at it. Yesterday was a good example of it (and one that worked out really well) so I thought I’d share a bit of what happened.

I am a tech integrator with a degree in horse training. I’m a good problem solver and pretty savvy- but there is a lot I don’t know. So, in the past, when the kids and parents asked if I could teach programming, I put them off without really telling them them that I could sooner teach them how to build a backhoe.

This year’s Hour of Code gave me a chance to provide a coding opportunity for the MS/HS community.  In a nutshell, the Hour of Code is a program running during Computer Science Education Week. It’s sponsored by Code.org. They provide tutorials for different kinds of coding that are geared towards kids in a number of areas. The goal was to get 10 million kids worldwide to do one hour of coding during this week.

The directions from the site suggested choosing one of their tutorials, going through it so you’d be familiar with the process and could help the kids, and then presenting it to the kids at the Hour of Code event. I did the first part (and discovered 30 years too late how much I like programming…) but decided not to limit them to what MY experience was.

Instead, I showed an introductory video (I liked “What Most Schools Don’t Teach“) and then had the kids log in. From there, they moved to a table that had the sign for the tutorial they wanted to do. Topics were varied- learning Javascript, Designing a Game, Scratch, and Building an IOS App among them. With this model, kids could work through the tutorials with other kids who were working on the same thing. They instinctively asked each other for help- and sometimes, because we had both middle school and high school kids together, the high school experts left what they were doing to troubleshoot with their younger colleagues.

Had I been the one who had to “own” the information, very little learning would have occurred- for ANY of us. As it was, each kid worked at the pace that worked for them, getting just the help they needed when they needed it it. I wish I could share the way their faces lit up when they had their (many) AHA moments.

I’ll for sure put this model at the top of my toolbox.

All a-Twitter about Dickens

This post comes from the wall outside Karen’ Doughty’s 8th grade English class. Her students are reading and discussing Dicken’s A Christmas Carol- a well known story but one that doesn’t always find its way into students’ lists of favorite reads.

Karen’s found a way around that by using Twitter- well, almost. Because her students aren’t old enough to have twitter accounts, she used a twitter simulator to give her students the “feel” of Twitter without the need to create an account.

IMG_0017

Click to see larger image

Students chose characters from the book and wrote tweets from the characters viewpoint based on what was going on in each of the chapters. They conveyed meaning not just by the text of the tweet, but also in the way they connected the tweets to other characters and their use of hashtags. Many also showed a sense of humor as shown in this sample tweet.

No logins were needed and no identities were compromised, making this a workflow friendly project!  Karen sent her kids a link to FakeTweetBuilder, a site that allows students to create entire twitter conversations. Directions for using FakeTweetBuilder can be found here. This video shows how to keep them online- you can also download them and print them so they can be displayed in the hallway as Karen did.

Students can also use Simitator to create individual tweets. Simitator is a little simpler to use- it gives students spaces to fill it so they see the tweet build in front of them. It can also be downloaded and printed or put into presentation or website. Like FakeTweetBuilder, Simitator does not require students to make an account.

 

NoRedInk is worth a second look

Last year I wrote about NoRedInk, a tool that is very useful for helping students learn grammar. At that writing, NoRedInk had 3 categories to work with: apostrophes, subject/verb agreement, and commas, sentence fragments, and run-ons. Nine months later that have expanded their tool to include LOTS more.

ImageNoRedInk fits nicely with my workflow model (see previous post). It’s easy to use for the teacher- you create a class and decide what sorts of practice quizzes you want your students to use. You check the categories, the number of questions you want, the number of points the quiz is worth, and whether you want to make the quiz available right away or schedule it for later on.  You can assign the quiz to a whole class or individual students, making it perfect for student centered learning environments. NoRedInk creates the quizzes from a question bank and customizes them based on choices the student makes about characters from popular music, sports, movies, or names that the student puts in.

What’s of equal value is what you get back. You get an answer key for each quiz. You get a report that says who took it, how well they did, and what questions they missed.

student view of NoRedInk feedbackStudents get lots of feedback too. They get a message when they answer a question incorrectly as well as the opportunity to try it again. If they miss the second question, they are given a screen explaining WHY the answer was incorrect- and a button that takes them to a similar question to try again.  Students have the option of getting practice quizzes as well and can choose the topic they want to work on. There’s also a progress chart for students to use to see how well they are mastering each of the areas.

Give NoRedInk a look and see if it will work for you and your students.

Integrator Tip: Put Workflow FIRST

It’s a fact. We are barraged by tools. If you created a google alert for just about any sort of online tool your inbox would be full within hours. The next thing since sliced bread is always right at hand. And it’s often what trips us up.

As integrators we naturally see possibilities. Because of our problem solving skills and our propensity for tech savvy, we sometimes overlook the moat while leaping across to the castle. It’s a fatal mistake that often finds us swimming quickly away from angry crocodiles.

Teachers exist on a different plane from us. They have an unrelenting schedule, parents and principals at bay (sometimes with swords drawn), and students who are in varying states of armor. They need tools that just WORK. These tools need to seamlessly integrate into their world and require no time for password retrieval or versions that are not compatible.

In one of my earliest posts I suggested 10 Tips for New Integrators. I danced around the subject but here’s the truth- in order for a tool to be worthwhile, it has to have a large “valued added” component. This means that it can’t be an impediment to progress. It has to provide traction for learning. If it just does the same thing as what you’ve been doing but in a different way, let it float past.

How do you vet a tool through this lens? Simple. Start with these two elements:

1. The login. At our school, students have a multitude of logins. They have to remember their Educate (our CMS system), Discovery Ed, GoogleDocs, Edmodo, Apple ID, and logins for any number of other tools that they use. These kids are KIDS! Sometimes they forget to brush their teeth- and we want them to remember another login? There are a plethora of tools that allow you to use a student’s google login to access a tool. Students that use GoogleDocs as a part of their daily learning rarely forget their login- which means that the tools that are connected to GoogleDocs also will be easy to access. Look for tools that allow a student to combine accounts – but use the opportunity as a teachable moment for password safety and digital footprint issues. Single login systems have their drawbacks security-wise. You should also be sure you know what information the tool takes from their google account. This is a perfect example of the “no free lunch” theory.

2. Password safety- I can’t tell you how many hours each week I spend either retrieving or changing passwords for students. It’s not the best use of my time or talents. To that end, I’ve found a solution. I have to credit my colleague Dan Tompkins with this idea. Like most of us, he vets many tools each month. He’s come up with a good password convention that’s worth passing on to students. When he creates an account for a tool, he uses a common  username- often with a “junk” email address in case the relationship doesn’t work out. The password always begins with the name of the tool- for example, “Evernote” followed by an underscore and the password. It might look like this:  Evernote_1234, Edmodo_1234, Socrative_1234. Again, it’s important to talk about strong passwords at this point. Once someone knows your strategy, your security could be compromised.

3. Find the tools where they congregate.  One good place to look  is the Chrome Web Store. If you aren’t familiar with it, get acquainted. It’s a treasure trove of tools. The link gives you an easy to follow tutorial to get you started.

Your google docs account also has a way to link you to many other tools. From your google drive, click CREATE. You’ll see “more apps” at the bottom of the menu. This will lead you to tools that integrate with GoogleDocs and will, once installed, create an easy way to access them.

There. Ready? Get to it- vet the tools your students need. Or better yet, ask THEM to do it. Evaluate the workflow and determine their usability through the eyes of your students and colleages. Share what you learn- and move forward.

Kids Love Kahoot!

Leave it to Coleene Moody to find tools for her class that engage her students. This time it’s Kahoot- a tool she learned about from a teacher friend but that was also showcased by Richard Byrne in his FreeTech4Teachers blog. In a nutshell it’s a quiz/review tool that comes packaged as a game. Kids don’t need to log in- they use a code- and they are presented with a teacher made quiz. It’s web-based and doesn’t require an app, so kids can use their phones or their laptops.

Coleene says the reaction to Kahoot has been very positive. “They ask me if they are going to GET to use it in class. They get competitive with each other- it’s a lot of fun and they love it.” She’s put it on her list of “must haves” for her classroom.

Curious now? Use the link above to read more about it on Richard’s blog- or head right over to Kahoot and create an account.

Storyboarding as Evidence of Learning

In Cindy Raymond’s ELA classrooms creativity is king. Students have lots of latitude in the ways they show their understanding of key concepts. This post showcases several student storyboards, created to show their understanding of the use of conflict in literature.

Students used a website called Storyboardthat.com. The site provides characters, backdrops, and text bubbles so students can customize their storyboards. In simple bits of conversation, students show their mastery of the ideas of conflict within the plot, between characters, and between the characters and the larger world. For some students, doing this in paragraph form might have been tedious. By allowing them to use graphics and text to literally illustrate their points, these students were able to clearly “show what they know.”

Here’s a sample of a few of the pieces Cindy received:

Image

Screen Shot 2013-11-19 at 12.36.58 PM