Guest Tech PD Blog ~ My Tech PD Blog Reflection

By: Barb Canales

Taking my 2nd technology class in the past 6 months has help me to continue to grow and learn both professionally and personally.   If I had not taken the first tech class, I would have a problem simply figuring out how to write this blog in a google doc!  Google docs was something I had only heard of because some of my team members used in at the middle school.  I am feeling much more proficient at using google but there are still aspects of it that I have don’t remember because I do not use them on a regular basis.  One of my greatest aha moments was when I was taught how to find something I know I read but couldn’t seem to find in my docs; check your “shared with me” file!

After my 2nd technology class I am aware of things that are available that I had never even heard of prior to taking the class like blendspace, feedly, diigo,  There are also things that I had heard of like Twitter but had never used.  I must admit that while I tried using twitter for class, it is not something that I will keep up with.

I am excited to begin using Diigo!  For all of my years of finding websites that I liked, wanted to save or use again, I bookmarked them.  The biggest problem with bookmarking on a school computer is that at the end of each year the computers are wiped clean and I lose all the bookmarks.  I am very happy to have learned about the curation tool of Diigo.  I must admit I didn’t even know what it meant to “curate” in a technological sense.  I am also looking forward to using Diigo to curate my hundreds of bookmarked pages on my home computer.

I discovered that Diigo also had “groups” and I was able to find over 75 music related sites without even really trying!  I can’t wait to sit and really dig around in all of the educational sites that are hidden within the groups.

Other tools that I am excited to begin using are weebly and kahoot..  Weebly will serve as a tool that will store information for students and parents.  Students will be able to get assignments, links, forms and other information.  One of my first DOK level 4 projects will start off with students accessing a playlist from my weebly; two more firsts, using my weebly and using a playlist in my teaching.

I will use kahoot to to formatively assess learning in a fun way.  I have been successful at making my 1st kahoot and am excited to put it to the test with students.  I’m sure the students will love it.  I hope I am able to interpret and use the data I collect to enhance student learning.  

I am also excited to have found there are other kahoots already made that I could use and I am looking forward to spending more time checking them out.

Thanks to Sara Schoepke for being an awesome teacher!

Guest Tech PD Post ~ Tech PD Reflection

By:  Tammy Riska

After taking Tech PD, I feel really comfortable walking into a classroom and using technology.  This is my 2nd course in the last 6 months and I am so happy I decided to take these on!  In Tech PD, almost everything I did was brand new to me.  I took on two big projects and feel very successful in both!  I created a Weebly page and became semi-versed with Symbaloo.  

I am so excited to share my new love for technology on your blog.  The biggest accomplishment that I had in this course was learning about Weebly and Symbaloo.  As part of my integration project, I created a Weebly page about Brain Breaks and the importance of taking Brain Breaks throughout the day.  I compiled a page for grades K-3 and 4-6 with quick ideas and links to different types of brain breaks to use in the classroom.  I learned how to embed links to my page.  I have never designed a website so this was all new to me.  It took some time to play around with the layout and format that I wanted to use.  I am sure I may change it as I become more comfortable with Weebly.  But for my first try, I think I did pretty good!  I also included a short teacher survey to provide some feedback about my weebly page(which I learned how to do in Going Google in the spring)!

Not only did I learn about Weebly but I learned about a neat tool called Symbaloo.  This is a quick way to organize videos in folders.  I created a Symbaloo account and then a folder titled Brain Breaks.  I searched Symbaloo and the internet for videos that might be useful to the classroom teacher.  After gathering videos appropriate for grades K-6, I thought it would be a great idea to have it directly accessible via my weebly page.  So I attached it right to tammyriska.weebly.com.  It is all accessible via one page!  

I hope that teachers will find my weebly page helpful in getting the wiggles out of their students.  I know that I will use it when I am subbing!  

Flipped Tech PD: Our Thoughts on Project Based Learning

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Guest Tech PD Post ~ Thoughts about Genius Projects

By: Kristin Nedset

I would say that I lost my sense of time as I worked through the Genius Project since my essential question covered a passion of mine: thrifting.  I can demonstrate how a passion can motivate you to grow in understanding.  Even though the task was not to complete the entire KWHLAQ, I found myself wanting to continue with the task.  I had to say to myself, put this on hold for later, and complete your coursework.  I was truly interested in the topic as well as the information I came across.  I feel that I also have a better grasp of searching properly not only because I went through this Genius Project process, but also by exposing myself to the links provided under the Course 1 and 2 Tab and subheading of “Internet Searching Strategies.”   For example, every word in the query and even the word order can make a difference.  I found that 1,2,3...queries can lead to new information.  Also, don’t forget about links found within the searches.  In addition, using Control “F” within a webpage can really speed up your search...  Yes, Genius Project does take time, but look at all of the standards it covers in for your students: research, reading/writing, higher level thinking, presentation, communication...  And yes, I do have more questions than answers as well as I would like to travel to a Frenchy’s for example to experience the thrifting beyond what I typically do.  I am extending my passion.  And finally, I will remember through this lesson, that it is not always the final answer, but the process that is most important.  Assessing the process in learning activities is equally as important to assessing the final outcome.  I will be applying the Genius Project in my 6th graders first Collections unit: Facing Fear.  This will follow the essential question of: How does the way people experience fear affect the brain and body?    Each student would be able to explore a fear of their choice and pinpoint their own genius or wonder question.  I will especially need to provide feedback to my students in pinpointing a genius or wonder question and effective searching.   Checkpoints are essential too for engagement and productivity along the way.  Now back to looking at some more resource on thrifting...

Guest Tech PD Post ~ How important is a PLN?

By:  Kevin Wilde

What is a PLN?  

A PLN is a professional learning network. This network allows you to connect with colleagues and so called experts anywhere in the world. 

In today’s world of education, it is not just about teaching. Perhaps the biggest tool that educators have available is a self created PLN. In the  past, forming teaching bonds through collaboration within your building served a powerful purpose. It allowed teachers to share ideas, discuss classroom and student issues, and have a sounding board to share information in a safe environment. In today’s world of teaching that may not be enough. There are many ways that educators can connect with each other. Social media has provided things like Twitter, Pinterest, and Google Communities. The list goes on and on. There's enough variety to satisfy everyone’s needs.

Video: What is a PLN?

Watch the video to learn more about what is a PLN.

It is not about what you use.

Find something you like and start connecting !!!

Flipped Tech PD: Our Thoughts on Curiosity

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Guest Tech PD Post ~ The Digital Learning Race

By: Lynn Benavides

The digital age is fast and furious and constantly evolving.  I find that is similar to a sprint around corners.  Traditional learning, on the other hand, is slow and predictable.  I find that it is similar to a marathon across flat, barren land.  

Being an “older” teacher, I found comfort in the marathon.  I could keep up and was always aware of what is happening.  However, being a conscientious teacher, I knew that the marathon was not what my students needed.  So I became a sprinter with everyone else.  I survived and found ways to integrate technology into my instruction, assessment and planning.  I wove technology into the learning of my students.  However, I always felt like I was out of breath and afraid of what was around the corner.  I found then, that my use of technology looked haphazard and inconsistent (a result of being a marathon runner trying to do the sprint)!

Recently, though, I was invigorated when introduced to some learning tools that have enabled me to sprint ahead.  With one of these tools-- Symbaloo, I was able to create a variety of academic menus that my students can access at home or at school.  Each of these menus are organized per subject area and are easy to use.  The tiles in Symbaloo have a visual that students can readily identify and understand.  The tiles connect to learning tasks and games.  Earlier, when I was laboring to stay in the race,  I would continually put  links on a page of our weebly.  There was no order and the web page looked disorganized.  Because of Symbaloo, our classroom web pages are neat and organized!

Another tool that helped keep me in the race was Blendspace.  Blendspace allows me to organize independent learning tasks in a sequential order.  Blendspace also allows students to assess the tasks independently.  Previously--when trying to keep up, I would find videos and learning tasks about a specific goal and  I would not know how to share these with the students unless I did so whole class.  This seemed to be a “waste” of time as my goal was to enhance prior learning, not reteach it.  Luckily, I was saved by Blendspace.  Blendspace gave me a board to share a variety of academic songs, learning videos and curricular websites about a specific standard or topic.  Once I selected the links I wanted that would enhance student learning, I created quizzes to gather data about student learning.  I was able to embed the Blendspace learning task in our web page so students can easily access it.  Like Symbaloo, Blendspace helped make our webpage neat, organized, and curricularly focused!

A final took that was as asset to my digital learning was Thinglink.  Thinglink allowed me to integrate visual learning with digital learning.  I like to bombard the senses of my students with our topics; I want them to learn using all of their senses.  Thinglink allows students to do this!  I was able to find an image that students could connect to their topic.  This visual enabled them to “see” their knowledge.  Within this image,  I was able to embed links that appealed to the students sense of  hearing (songs or videos).  Once again, the Thinglink task was embedded in our web page. Rather than use of valuable class time sharing a catchy tune or an interesting video about a topic, I can share these resources with students using Thinglink.  Like the other tools, Thinglink helped organize a variety of resources about a specific topic so that students spend their time learning,

Now, back to the Digital Learning Race.  I know that I was not born a sprinter.  However, with the training I was given and the tools I was exposed to, I can keep up.  I may not be in front of the pack, but I sure am not in the  back!  

Flipped Tech PD: The Key to Success is Grit

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Guest Tech PD Post ~ No More Refrigerator Showcase

Did you ever think the refrigerator would no longer be the only place for students to showcase their work? Gone are the days of students having to come home from school, zip open their backpacks, and pull out the project they created to proudly display it on the refrigerator. Now, students can click on their tablet or phone and share their learning with their parents (or anyone that will look for that matter).

By:  Lisa Roanhouse

Teachers are helping students to create digital portfolios that they can share the process and products of their learning. Paul Solarz, author of Learn Like a Pirate, has an amazing blog that he uses to communicate with parents and keep a photo log.  Then, the coolest part, is that each student has a blog that they communicate what they are learning. In their blogs, they talk about the process of their learning, upload pictures of the process, and reflect upon their learning. Take a look at an example here:  http://psolarz.weebly.com/23---charlie-s

Students in my classroom this year will host a weebly website and they will follow a similar model to share their learning with their audience.  Later this school year we will invite families in for a Portfolio Night where we will showcase our learning to our families. I can’t wait to see what my 3rd graders can do this year!

Guest Tech PD Post ~ Metamorphosis from Teacher to Facilitator

By Carol Curtis

It is a whole new world that is changing exponentially!  As I transform from a caterpillar (teacher) to a butterfly (facilitator), I am finding that I need to rethink everything I have spent 25 years learning.  As I travel this road, I am overwhelmed with developing what I envision the blended classroom to be.  So I am trying to make small transitions (baby steps) to reach this new classroom.  One baby step is to rethink how I am utilizing technology in the classroom.

I like the SAMR model.  As I develop how I am going to help student reach a specific goal, I am rethinking the process and the product.  For this, I have found the SAMR very helpful in questioning my integration of technology.  Am only substituting what I have done in the past making no significant changes to teaching?  Am I augmenting my approach to use technology to replace something I already do but make better because of the technology?   Am I modifying the task to have the students utilize the technology is a more significant manner?  Am I redefining the task by looking at the goal and using the technology to be create, collaborate, and share?

For example, I am developing a math unit on integers.  As I examine the Core Standards and my previous lessons, I am finding I can use technology to help me create a more dynamic unit.   The SAMR model really makes me examine each standard carefully and think about how I can help my students reach a particular goal.  I find that I am looking at bigger real-world math questions.  I am developing more opportunities for students to discuss, describe, analyze, question, and collaborate as they problem solve.  Therefore, students will be asked to explain their thinking through viable arguments, as well as comment on and critique the reasoning of others.  I am finding that more open-ended questioning and performance tasks are the focus of my lessons rather than a skill set.

This unit is no longer a series of skills that build up to an outcome.  Rather, it is a real-world situation that drives the need to communicate ideas and collaborate on solutions.  These “online conversations require students to articulate their process, ask questions, offer insights, and build on other students’ reasoning.”1  Now there will be multiple approaches to solving problems.

Learning activities will include some substitution.  Some basic worksheets and activity instructions will be online instead of hard copy.   One difference will be that these will be delivered through Google Classroom where students will also be able to scan and submit their work.  The teacher will be able to comment on the work.  Students will also be sharing their work in groups using the SMART Board.

Skills will delivered through different formats.  This is an augmentation of the lesson because students will be able to choose between Khan Academy, Compass, the teacher’s video, and direct teacher instruction and review to learn the skill.  Students also have control over the speed of delivery.  Students will only need to work on the skills that they have not pretested out of.  Therefore, students will have a more individualized focused set of skills to master.  Students can replay the lesson so the lesson also becomes a resource.   Another augmentation of this unit will be that the home base will be the classroom Weebly.  Assignments, tasks, and announcement will delivered through Google Classroom.

Reflection and discussion will be modified and become more significant.  Students will discuss various questions about the materials and skills.  The need to write viable answers with explanations and justifications will be a challenge.  Students will also be developing the ability to comment on other students’ ideas.  These discussions will also produce additional questions and insight.  Effort, understanding, and behavior APK charts will also be completed through Google Forms.  This will change the use of this by allowing the teacher to monitor students’ self-reflection and intervene when needed.  Exit slips will also be done with Google Forms allowing formative assessment to direct small group work.

Finally, students will be asked to complete a performance task.  With technology, this task will be redefined.  As they complete this performance task, different ideas, approaches, and products will be shared.  This will be a collaborative task with a variety of different possible answers.  This task will be more real-world applicable.  Students will be required to use resources to help them solve this problem.

It is a lot different to rethink an entire unit using the SAMR model, but it helps in the preplanning stage.  In the blended math classroom, there will be different uses of technology.  The SAMR model helps to rethink how technology is being used.   The SAMR also helps me think about how to structure a unit to transform it into a 21st century learning experience.

1Tucker, Catlin R. Blended Learning in Grades 4-12: Leveraging the Power of Technology to

Guest Tech PD Post ~ Just Right Classroom Library Center

By:  Heather Gilding

I am excited about iBooks!  I recently read the Apple book, One Best Thing - Just-Right Books at Their Fingertips: Authoring for Primary Readers.   It got me really thinking about how to enhance the Library Corner in my classroom.  The reading center or library center is a comfortable, quiet place where students can read.  What I have found is that even though the students are “armed” with a bucket of books that they can and have read, they are easily disengaged in this center.  After reading this book, I am motivated to create many interactive iBooks for the iPads in my classroom.  Each book will provide an interactive learning experience for the students that will keep them engaged and help them learn new vocabulary and content at their own pace.  I am working on incorporating some assessment into the learning through exit slips and widgets embedded in the books.   I have made “just right” books for 4-6 year olds on the topics of: rhyming, colors, vehicles, frogs, superheroes, Sesame Street, and apples.  I plan to make about 2-3 more before the summer is over and continue to make books as I learn the interests of my students for the upcoming year.  These books will have embedded videos, audio, and interactive features along with text at the reading level of the students.  

This One Best Thing book has really broadened my idea of what the library center can be.  It will almost be like mini virtual field trips into the worlds created by these different iBooks.  I can’t wait to see how they work!

Flipped Tech PD: Our Thoughts on Learning in Social Spaces

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Guest Tech PD Post ~ Using Class Dojo with Middle Schoolers

By: Jennifer Lindner

I have been researching a variety of technology tools to help enhance my parent/teacher communication. I service children who may be a bit discouraged with academics, lack motivation, and need to focus/reflect on the behavioral choices they make. In my research, it seems Dojo will be a great tool to promote positive behavior and help motivate the students to progress and, in addition, enhance parent communication with the daily report.

I work with students in grades K-8 and wanted to find a tool that I could use for all grade levels. This is why I think Dojo would be a great option. Dojo is free and it allowed me to easily set up my classes and personalize the categories I would like to focus on. I created my account using my school email, which was quick and painless. Once I was on Dojo I chose icons for each of my classes and simply entered the student names. It assigns avatars for each student that you can change or allow the students to change. Next, I chose which positive and negative behaviors I wanted for each class. They have pre-set options or you can personalize it to your class needs. To set up my 9 classes literally took me 15 minutes max!

I also set up a “mock” class so that I could experiment with this tool. I took attendance for my mock class and then was able to assign points to an individual or to the whole class. Dojo does recommend focusing on the positive behaviors over the negative ones. I like this focus since sometimes my students feel a little defeated.

Another positive with Dojo is that parents can have insight into their child’s behavior during the day. I set up a parent account by entering the parent emails. Once their emails were entered it gives you an access code that you can print out for the parents. The parent would then use this code to have the ability to see all of their children’s information. Very easily, I was also able to send an individual message to one of the student’s parents or, if I wanted, you can send a group message. I set up a parent account so I could see that end of it. The message I sent was in my mailbox by the time I opened up my email. As a parent, I was able to respond back to the teacher. That message also came to me (as a teacher) immediately. What a great up-to-date way to keep your parents informed.

In addition, there is an app for Dojo that I downloaded on my phone. I used this with my mock class as well and it was very easy to use. I am excited to be able to utilize this app so that I am not tied down to a computer and instead can circulate around the room while awarding points.

I am excited to use Dojo in my classroom this year and plan on using Dojo to award incentives and possibly even utilize it into my mandatory grading. My only concern is that Dojo may be perceived as being too “elementary” by the parents and middle school students. I spoke with other middle school teachers from other districts who use Dojo and they said the students love Dojo. I also wanted to read what people were specifically saying about using Dojo at the middle school level and was pleased with all of the positive articles and blogs. Here is one quote from a middle school teacher who has been teaching for eleven years:
“I have been using Dojo in my classroom for two years and absolutely adore it! Dojo is a free (!) online tool that allows teachers to set up classes and keep track of positive and negative behaviors in class. When I first learned about Dojo, I was not sure if it my students would find it too babyish or silly. I had nothing to worry about- middle school students LOVE Dojo!!”

After hearing the positive reviews, I was more confident that I could implement Dojo into the middle school. I went ahead and set up my 7th and 8th grade classes and made the behavior options more personalized for the middle school. For example, at our middle school, the students have their own laptops that we work on daily. I was able to add “is logged in” as a category to encourage the students to get their computers set up immediately. I also added “on time” so students will be held accountable for their attendance/arrival during transition time.

Flipped Tech PD: Our Thoughts on Blended Learning

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Flipped Tech PD: Our Thoughts on Sparking Learning

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Guest Tech PD Post ~ Flipping My Classroom

By: Gary Graczyk

I have done the exact opposite of what I expect of myself today.  I am not sure if it is a genetic thing or if I am flipping my personality.   Historically, I avoid reading directions putting things together has always been innate. I am who I am.  I am a jump in feet first and find out what I am going to land in second.  Sometimes, this lack of planning gets me in trouble.  I thought it fitting that as a science teacher I better experiment with making my class better!  Here is what I’ve learned about flipping my science classroom.

I) Interact with other flippers!

You are not alone.  There is a whole community of like minded “edu-curious” teachers who are thinking like you are!  Each of these teachers are at differing points in their progress towards flipping the classroom.  Use this to your advantage.  I’ve read, listened and researched a lot.  I’ve found out that these people are mere mortals.  I tried youtube, twitter, google groups, blogs and more!

2) Use other teachers lectures-as well as team up with my co-worker!

I am not a technology savvy guy.  I do have a co worker who digs into technology though.  We have adopted the ol’ adage of “working smarter not harder.”  We depend on one another to roll out new ideas and do some things out of the ordinary to keep things fresh.  We also view lots of videos on what others are doing.  If you are a science geek like me, you will love Paul Anderson bozemanscience.com!

3) Start small

This takes time!  Much longer than you would expect. I am talking about the actual production of the video.  So flipping your curriculum all at once isn’t recommended.    Chose a lesson and work towards a larger goal.  Each video is a humbling experience.  Additionally, your productions become better.  If you are looking for a place to begin start with what students struggle with most.

4)Prepare students and parents by explaining what is going on!

Know how you want to use your videos. Its a paradigm shift.  Students are now owning the materials and it takes some getting used to.  Don’t just expect people to jump on the flipping bandwagon.  

5)Teach students how to use the videos.

Teach students that they need to put distractions away.  Yes, no tv, iphone, close all other browsers!   Just like they are supposed to do with traditional learning.  The less distracted you are the more engaged you are with the material easily you will learn.  

6)Don’t increase the student workload.

Students might feel like they will be doing more work.  While its more a matter of being more efficient with your time.  Meaning that there will be less time working to learn the same material.

7)Do in class what was traditionally done at home.

Lecture no more.  The shift from talking head to active participant/mentor/coach will happen.  Students will be getting the information on a different format. Do the homework in the classroom with the expert! I think parents will appreciate it.   

8)Be amazed and willing to learn!

I for one am ready to shift my role and see what amazing things our students are capable of.  I look forward to student engaging conversations about content or at the very least being critical of my videos!

9) Shift towards student centered assignments.

This new efficiency will

Culling the workload to put more emphasis on collaborative work or essential outcomes.

I am intrigued.  I know that flipping is not the answer to becoming the best science teacher ever.  I do enough time under my belt that I know that if it’s not broke don’t fix it.  So break a leg and go put on a show!  I might have flipped-out.

Flipped Tech PD: Our Thoughts on Growth Mindset

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Tech PD Learning ~ Blogging as a Means of Sharing with Others

Tech PD is a course I teach to my fellow educators with the goal of the course being to give educators a snapshot of 21st century education and what this looks like in the classroom for both the teacher and the students.  We start out by examining how learning as a professional has changed.  Today, an educator is able to create a personal / professional learning network (P2LN) of people with similar and different ways of thinking and doing things.  Members of one's P2LN are not just the teachers you teach with at your school, but bigger and more global, thanks to many tools, such as Twitter, Pinterest, blogs, etc.   We then look at how communicating from and about the classroom has changed in the 21st century, how we curate the vast amounts of information that are now at our fingertips (both for ourselves and for students), how we deliver instruction in this connected world and how we assess student learning.  I lead teachers to the big ideas and paint the picture of what this looks like and then they apply this learning to their specific classroom or learning environment through application projects and reflections.  

Part of being a 21st century learner is to share what we learn and know, therefore one of the final Tech PD assignments was to write a blog post to share some new learning or a topic of learning with other teachers.  Participants were to write the post on anything they deemed relevant to the Tech PD theme or topic.  Kind of like a professional genius project, with a little bit of Techie focus. 

In the next few weeks, I will be sharing them with you in my blog.  I hope you enjoy their insight.