tag:blogger.com,1999:blog-24847892445746898822024-02-20T11:03:17.642-05:00Technology Integration CoachLessons learned while coaching elementary school teachers on technology integration strategiesKB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.comBlogger24125tag:blogger.com,1999:blog-2484789244574689882.post-2753743265755383762016-10-27T15:02:00.002-05:002016-10-27T17:00:47.762-05:00Support STEM<h4 style="clear: both; text-align: center;">
Support Interest in STEM Careers by Supporting Robotics<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBqC5teylqfsGowGhw6ZblqWOEJKNoVpPWzTHJz9FCKn2tCfvbstrzGBewhXIgDr21_oWD_T6T4iTWjE4cgy9CtuKJwkUT6glM2NzJvTRMB4xiZQYrjsN5CtEHe2Mr-Jq20cBDTRT3MLoy/s1600/FIRSTLego_IconVert_RGB.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBqC5teylqfsGowGhw6ZblqWOEJKNoVpPWzTHJz9FCKn2tCfvbstrzGBewhXIgDr21_oWD_T6T4iTWjE4cgy9CtuKJwkUT6glM2NzJvTRMB4xiZQYrjsN5CtEHe2Mr-Jq20cBDTRT3MLoy/s200/FIRSTLego_IconVert_RGB.jpg" width="168" /></a></h4>
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In earlier blog posts, I wrote about my passion for Robotics in general and specially FIRST LEGO League (FLL). Being a FLL coach was rewarding to me and memorable for students on my team.<br />
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This year’s FLL challenge is called Animal Allies. In addition to building and programming robots, teams will do a research project about how humans help animals and vice versa. At the culmination of the project, the team needs to propose an innovative solution to a human or animal real-life problem of their choosing. Our team is made up of fourth and fifth graders at Hawthorne Elementary in Middle River, Maryland. If you have a background in human/animal interaction, our team would love to gain insight from you through a visit or skype session. Please contact me at <a href="mailto:kbenson@immersivesteam.com">kbenson@immersivesteam.com</a>.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXeUnNGcYIsK9i9z98eoLvIMkTer3jDYKDm7dpWwEYJcr9kU0hxkBWZwylbWgfYrOYXerb4C_3cBK3p36W4fl1_fxY8IJQVayTzbx7q40TAcESoQNhPKKLPLThiYDGg7F9D5FT2fE6hCFl/s1600/animal+allies.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXeUnNGcYIsK9i9z98eoLvIMkTer3jDYKDm7dpWwEYJcr9kU0hxkBWZwylbWgfYrOYXerb4C_3cBK3p36W4fl1_fxY8IJQVayTzbx7q40TAcESoQNhPKKLPLThiYDGg7F9D5FT2fE6hCFl/s320/animal+allies.JPG" width="279" /></a></div>
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Dean Kamen, FIRST founder states, “FIRST gives kids the opportunity to develop the muscle between
their ears; to gain experience that will directly affect their future
and our future as well.” If this resonates with you as well, consider getting involved by starting a team, volunteering at a tournament, or helping in other ways.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8671ewEeEi-CBM3DWd3vCb-qkSGvR3o2BYmEZck7F2D_qASeutygdqlaE-4cm5MVv7gMzRV-V5D7h3NRxRFfaFERnFejRioG6JG17fEACHHw-73wao_gcbMKnfCVW1R5W1pgXkpUISZ6E/s1600/first-stat-graphic-for-web.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="197" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8671ewEeEi-CBM3DWd3vCb-qkSGvR3o2BYmEZck7F2D_qASeutygdqlaE-4cm5MVv7gMzRV-V5D7h3NRxRFfaFERnFejRioG6JG17fEACHHw-73wao_gcbMKnfCVW1R5W1pgXkpUISZ6E/s400/first-stat-graphic-for-web.JPG" width="400" /></a></div>
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To learn more about FIRST, visit <a href="http://www.firstinspires.org/" target="_blank">http://www.firstinspires.org/</a>.<br />
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To learn more about participating as a volunteer:<br />
if you are in Maryland,<br />
visit <a href="https://drive.google.com/open?id=0B8d3NSYlFUh0c003ZU4td0gxWk0" target="_blank">Maryland <i>FIRST</i> Call for Volunteers</a><br />
otherwise<br />
visit <a href="http://www.firstinspires.org/volunteer/first-changes-lives" target="_blank">Information on Volunteering for <i>FIRST</i> worldwide</a>.<br />
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To learn more about supporting <i>FIRST </i>financially:<br />
visit <a href="http://www.firstinspires.org/ways-to-help/donors-and-sponsors" target="_blank">Ways to Give</a>.Anonymoushttp://www.blogger.com/profile/07774762742260141147noreply@blogger.com0tag:blogger.com,1999:blog-2484789244574689882.post-74223859699657286432016-08-08T14:52:00.000-05:002016-08-13T14:31:13.615-05:00Is teaching computer science (CS) worth it?<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-laA8lI-rGV8B2vdw5pU4Jkh_4CT50qARdCAb2NRgIpOVbrRRM5p6u4NnZpi4_gOSgWlVCoot1g5zFw8xG84pB4lwvVqtQa6Jsrip3AFWnML1r9yXDEOkrOS-TW1QkR2jd3TtQEXbVWc7/s1600/cs4all.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-laA8lI-rGV8B2vdw5pU4Jkh_4CT50qARdCAb2NRgIpOVbrRRM5p6u4NnZpi4_gOSgWlVCoot1g5zFw8xG84pB4lwvVqtQa6Jsrip3AFWnML1r9yXDEOkrOS-TW1QkR2jd3TtQEXbVWc7/s320/cs4all.jpg" width="320" /></a></div>
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<span style="font-size: 12pt;">Some educators wonder if teaching computer
science as early as kindergarten may be forcing children to be more like adults
too early.</span><span style="font-size: 12pt;"> </span><span style="font-size: 12pt;">I have wondered the same
thing about parts of the Common Core CCSS (i.e., Is it developmentally
appropriate for certain CCSS skills to be pushed down into earlier grades?).</span><span style="font-size: 12pt;"> </span><span style="font-size: 12pt;">Children love computer science even in Kindergarten
(while the same cannot be said for certain facets of the CCSS). If enjoyment
and accomplishment are key to determining the efficacy of CS in the earlier
grades, then my teaching experience with elementary school students would argue
that CS as early as Kindergarten is worthwhile. </span><span style="font-size: 12pt;"> </span><span style="font-size: 12pt;"> </span><span style="font-size: 12pt;"> </span></div>
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<span style="font-size: 12.0pt;">As mentioned in my previous post (</span><span style="color: windowtext; font-size: 12.0pt;">see </span><a href="http://techintcoach.blogspot.com/2016/08/robotics-for-resilience.html"><span style="font-size: 12.0pt;">Robots for Resilience</span></a><span style="color: windowtext; font-size: 12.0pt;"> </span><span style="font-size: 12.0pt;">),
I assert that robotics promotes resilience.
In this post, I’d like to add that effective CS instruction does as well
for the same reasons. When completing CS
projects, students are faced with rigorous work, but work that is doable with
persistence. When they persist and conquer these tasks, they are empowered. This
empowerment spills over to other parts of their lives as well and promotes
agency. <o:p></o:p></span></div>
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<span style="font-size: 12.0pt;">In addition to promoting resilience, CS
instruction is essential. New jobs created in the CS field are expected to grow
at twice the rate of other jobs. We are facing a large deficit in the number of
employees trained in CS. In 2020, there
is expected to be a 1 million person gap between the number of CS jobs and
trained people to take these jobs. This
is huge. Computing knowledge is needed for a multitude of careers not just
those in the technology industries. As a matter of fact, over 70% of computing occupations
are outside the information technology industry. CS jobs are well paying (graduates with a
computer science major can earn 40% more than the average college graduate). <o:p></o:p></span></div>
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<span style="font-size: 12.0pt;">To quote Hadi Partovi, founder of
code.org, “Computer Science is not just vocational it is foundational”. I agree. Developmentally appropriate CS teaches indispensable
21st century skills necessary for students to be globally competitive. Computer
Science develops students’ computational thinking and critical thinking
skills. When students receive effective
CS instruction, they are more engaged and have fun. CS instruction teaches collaboration, project
management, reasoning, and presentation skills. When students understand how
computing works, they are transformed from consumers of technology into
creators of solutions. For further support, see this Edutopia article on <a href="http://www.eschoolnews.com/2015/12/29/editors-picks-2015-no-three-its-time-for-every-student-to-learn-to-code/">Why
Teach Coding</a>. <o:p></o:p></span></div>
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<span style="font-size: 12.0pt;">Despite the benefits of this type of
instruction and computer science (CS) in particular, it is not universally
available in the early grades. With a
fully packed instructional day, it is sometimes difficult to fit in “one more thing”.
Innovative schools are addressing this problem by embedding CS across content
areas. Also some schools are encouraging students to use CS as another medium
for learning and demonstrating understanding. Although more research is needed,
positive correlations have been shown between <a href="http://blog.code.org/post/125429946375/cs-other-subjects">learning CS and
performance in other content areas</a>. <o:p></o:p></span></div>
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<span style="font-size: 12.0pt;">Furthermore, many teachers do not have
adequate training on how to implement CS instruction and may not have a
district sanctioned CS curriculum. Only 1 in 4 schools teach CS. Twenty states
don’t count CS courses toward graduation.
Never-the-less, free training and curriculum resources are popping up on
the Internet (see <a href="https://code.org/">https://code.org/</a> , Google’s <a href="https://www.cs-first.com/">cs first</a>, and Microsoft’s <a href="https://www.touchdevelop.com/ccga">CCGA</a>, <a href="http://www.apple.com/education/everyone-can-code/">Apple</a>, <a href="https://www.codecademy.com/">CodeAcademy</a>, <a href="https://csta.acm.org/">CSTA</a>). Companies are also launching in-school /
after-school programs, teacher training and curriculum resources (<a href="https://www.codetothefuture.com/">Code to the Future</a>, <a href="https://www.pltw.org/our-programs/pltw-computer-science">Project Lead The
Way</a>, <a href="https://www.idtech.com/">IDTech</a>)<o:p></o:p></span></div>
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<span style="font-size: 12.0pt;">I am proud of the White House’s Computer
Science for All (#<a href="https://www.whitehouse.gov/blog/2016/01/30/computer-science-all">CS4All</a>)
initiative. Things are moving in the
right direction. Yet we still need to increase minority and female
representation in CS. If you agree, please sign the <a href="https://www.whitehouse.gov/webform/building-president-s-call-action-expand-computer-science-education-k-12-schools">commitment
page</a>.<o:p></o:p></span></div>
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<span style="font-size: 12.0pt;">What do you think?</span></div>
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Anonymoushttp://www.blogger.com/profile/07774762742260141147noreply@blogger.com0tag:blogger.com,1999:blog-2484789244574689882.post-81677688891687983042016-08-06T12:23:00.000-05:002016-08-06T12:23:54.588-05:00Robotics for Resilience<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaymcf4P1FItm8pHWEjBzqlu65uIwYDUJcmeilxW8wbVZviYB4v1PLqcq5FuQGpCHqsFCRuF_vz_REGfAWlNsk5k6G1M9xK1eMeoIvzLz1LiHr51dzlpJtvL_vmA6hBw9_fqup7ZTUGL0/s1600/drought.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaymcf4P1FItm8pHWEjBzqlu65uIwYDUJcmeilxW8wbVZviYB4v1PLqcq5FuQGpCHqsFCRuF_vz_REGfAWlNsk5k6G1M9xK1eMeoIvzLz1LiHr51dzlpJtvL_vmA6hBw9_fqup7ZTUGL0/s320/drought.jpg" width="210" /></a></div>
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<span style="font-size: 12.0pt;">In the aftermath following the death of
Freddie Gray (Baltimore City resident in police custody, see </span><a href="https://en.wikipedia.org/wiki/Death_of_Freddie_Gray"><span style="font-size: 12.0pt;">https://en.wikipedia.org/wiki/Death_of_Freddie_Gray</span></a><span style="font-size: 12.0pt;"> ) and other physical confrontations between police officers
and minorities, the nation is contemplating how to address the essential social
issues. Issues include economic
inequality (see </span><a href="http://www.nccp.org/profiles/US_profile_6.html"><span style="font-size: 12.0pt;">http://www.nccp.org/profiles/US_profile_6.html</span></a><span style="font-size: 12.0pt;"> and </span><a href="http://www.aecf.org/blog/why-inequality-hurts-kids-and-families/"><span style="font-size: 12.0pt;">http://www.aecf.org/blog/why-inequality-hurts-kids-and-families/</span></a><span style="font-size: 12.0pt;"> ), unemployment, injustice, violence, drugs, and race
relations. <o:p></o:p></span></div>
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<span style="font-size: 12.0pt;">Education is supposed to be a vehicle
for economical mobility, but now a days this is a daunting undertaking. We tell
our children that no matter your race, gender, our wealth, in America you can
become anything you want to be. Unfortunately, not all economically
disadvantaged students believe this. Outside of school, children of
disadvantaged households may become discouraged by circumstances out of their
control. For example, only 12 percent of poor children live in two parent
households as compared to 60% for all children.
Households with children in poverty may experience unstable parent
employment, housing instability, insufficient access to adequate health care,
or food insecurity. Poor children are
also more likely to start school at a disadvantage. There is a 27 percentage
point gap in school readiness between poor children and those from moderate or
higher income families. A child from a high-income family will experience 30
million more words within the first four years of life than a child from a
low-income family. This gap does nothing but grow as the years progress,
ensuring slow growth for children who are economically disadvantaged and
accelerated growth for those from more privileged backgrounds. In addition,
two-thirds of America’s children living in poverty have no books at home. How can educators overcome these
circumstances?<o:p></o:p></span></div>
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<span style="font-size: 12.0pt;">As a recent teacher in a high poverty
elementary school in the Baltimore area, I have witnessed first-hand how
poverty, parental unemployment, and a lack of trust have driven children to
lose hope in their chances for a better life. </span><span style="color: red; font-size: 12.0pt;"> </span><span style="font-size: 12.0pt;">Moreover, some of my school’s economically
disadvantaged students regularly avoid taking academic risks to “save face”. They will do anything to not be embarrassed by
their weaknesses in performing schoolwork. I have had many private
conversations with youngsters in efforts to convince them that such tasks worth
trying and that they will only improve by putting forth effort. <o:p></o:p></span></div>
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<span style="font-size: 12.0pt;">Students can be successful when they
experience rigorous instruction which promotes a growth mindset, resilience,
and it relevant to their needs (see </span><a href="http://www.theatlantic.com/magazine/archive/2016/06/how-kids-really-succeed/480744/"><span style="font-size: 12.0pt;">http://www.theatlantic.com/magazine/archive/2016/06/how-kids-really-succeed/480744/</span></a><span style="font-size: 12.0pt;">). </span><span style="color: red; font-size: 12.0pt;"> </span><span style="font-size: 12.0pt;">When
students face and accomplish meaningful, challenging problem-based learning,
they grow in confidence and grit. I have
witnessed how robotics allows students to accomplish great things and develop
more positive attitudes toward not just Science, Technology, Engineering and
Math (STEM) but also school in general. <o:p></o:p></span></div>
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<span style="font-size: 12.0pt;">Simultaneously, robotics provides
important career and life skills which will make students globally competitive.
Robotics provides a foundation for the type of thinking required in the 21<sup>st</sup>
century (see </span><a href="http://www.p21.org/"><span style="font-size: 12.0pt;">http://www.p21.org/</span></a><span style="font-size: 12.0pt;"> </span><span style="color: windowtext; font-size: 12.0pt;">)</span><span style="font-size: 12.0pt;">. It promotes creativity, critical thinking, and
collaboration. <o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 107%;">One reason
robotics is so successful is that there is less fear of taking a risk. Everyone starts with a level playing field
because in elementary school nobody comes in knowing how to program a
robot. Students who may not excel linguistically
often shine when working with their hands with robots. If a robot doesn’t work,
then they tinker with it until it works.
The moment of “failure” is transformed into an opportunity for learning. How does this work?<o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 107%;">Rather than
artificially boosting esteem through superficial praise, real agency is earned
by overcoming rigorous challenges. We present tasks of gradually increasing,
but manageable levels of difficulty. The
instruction provides students with alternative paths to learn and demonstrate
understanding. By holding high expectations, but providing multiple pathways to
meet such expectations, students are able to conquer tasks by applying their
own unique talents. With properly scaffolded tasks and just-in-time coaching,
students rapidly see success. This methodology promotes agency.<o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 107%;">At the
conclusion of our robotics team tournament, we held a debriefing. I asked students to reflect on their
experiences. Paraphrased comments included “If it doesn’t work at first, you
should keep trying different things”, “Initially, I was afraid to present to
the judges, but I learned that I like it and am good at it”, “It doesn’t matter
if you win, as long as you learn something and have fun”, “I’m good at being a
leader”, “Teamwork makes it easier to get the most points”, “When it is hard to
do something, it feels when you finally make it”, and “When can we do more?”. I
couldn’t have said it better myself. </span><o:p></o:p></div>
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KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com0tag:blogger.com,1999:blog-2484789244574689882.post-7280407013516591162016-08-06T11:05:00.000-05:002016-08-06T11:54:29.095-05:00Robots Rock!<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh83suXMYg1dssp2I1c-_wFVgCtgQEoLdXLJg92en9z-NdkEYv5NtYCPHLkEXxHRuZ0MuEjcz6Xr7RI4ahran0ag5Q5fCQwPFiDPTrAumndqKpwmzBTrP6nqlnl9ko1Ax6CU7zrYxD1aQI/s1600/fll.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="252" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh83suXMYg1dssp2I1c-_wFVgCtgQEoLdXLJg92en9z-NdkEYv5NtYCPHLkEXxHRuZ0MuEjcz6Xr7RI4ahran0ag5Q5fCQwPFiDPTrAumndqKpwmzBTrP6nqlnl9ko1Ax6CU7zrYxD1aQI/s320/fll.png" width="320" /></a></div>
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<span style="font-size: 10.0pt; line-height: 107%;">This was the first year Hawthorne had</span><span style="font-size: 10.0pt; line-height: 107%; mso-bidi-font-family: "Times New Roman";"> a <i>FIRST</i> LEGO League (FLL) robotics team.<i> FIRST </i>(which stands for For Inspiration and Recognition of Science and Technology) </span><span style="font-size: 13.3333px; line-height: 14.2667px;">provided fourth and fifth grade team members with hands-on opportunities in Robotics. They were able to design robots, identify and solve science-based problems, develop models, and apply engineering and math concepts. </span><br />
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<span style="font-size: 13.3333px; line-height: 14.2667px;">Data from a 10 year evaluation of <i>FIRST </i>demonstrates the benefits of these programs. 98% of the participants improved their problem solving skills. 95% of the participants increased their time management skills. 93% of the participants increased their conflict resolutions skills. 76% of the participants strengthened their communication skills. 88% of the participants were more interested in doing well in school. 87% of the participants were more interested in going to college. </span><br />
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<span style="font-size: 13.3333px; line-height: 14.2667px;">A FIRST LEGO League challenge has four parts: a research assignment, robot design judging, a robot game, and exhibition of core values. </span></div>
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<span style="font-size: 10.0pt; line-height: 107%;">For the research assignment, our team was very moved by a movie they saw that showed a beached whale who eventually died because his blow hole was blocked by trash. We wanted to protect sea animals from the dangers of plastic. We knew that it was good to recycle, but we learned that reducing and reusing is even better. We recognized that everyone drinks a lot of soda so we wanted to design a better soda bottle that needed less plastic. They prototyped some different ideas and shared them with our teacher Mrs. Ross, who is on the Green Team for our school. <o:p></o:p></span></div>
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<span style="font-size: 10.0pt; line-height: 107%;">For the robot game, students design and program a Mindstorm robot to solve missions on a special obstacle course. By mid-January, we were able to score 156 points on the robot game. We used the engineering design process to repeatedly improve and in our final match at the tournament, we scored 329 points. As our principal likes to say “We are the best at getting better!”<o:p></o:p></span></div>
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<span style="font-size: 10.0pt; line-height: 107%;">For the robot design, students share their strategic thinking about how best to build and program their robot to meet the challenges of the robot game. Since we are a rookie team, we wanted our robot design to be simple and reliable. For our chassis we started with the Base from the Core EV3 Educator kit and added the medium motor to control the arm. We researched different attachments and our first one was a push plate (like a bulldozer). Tyler figured out how to easily attach the plate to the arm of the robot. We created a bumper, but we discovered the push plate could do that too. We also invented a hook. We decided to start with the easiest missions and work on them one by one until they could be mastered reliably. Then we added more missions until we exhausted the 2.5 minute limit. <o:p></o:p></span><br />
<span style="font-size: 10.0pt; line-height: 107%;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: 10.0pt; line-height: 107%;">For the core values exhibition, teams are judged on important life skills including teamwork, sportsmanship, and leadership. In school, we follow the Leader in Me (7 Habits of Happy Kids) program. The robotics team has helped us practice Habit 1: Be Proactive - (I am a responsible person. I take initiative. I choose my actions, attitudes, and moods. I do not blame others for my wrong actions. I do the right thing without being asked, even when no one is looking.) The team also exhibited gracious professionalism because they wished competing teams’ good luck and shared what they learned with each other.</span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwnWYyCZ0oQHBZSlr2QH37Kf-iDqD85wlRj16CGmHhZ3L1zcdWv3xbx4W-kzPuMCmjV3NTHin3pvgdoWGoixVkxhXNcpmBUoKOf3LIwQUyFpAHfIpLj4ObibYMBW0pApkUilE9i5aNf_c/s1600/fll2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="234" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwnWYyCZ0oQHBZSlr2QH37Kf-iDqD85wlRj16CGmHhZ3L1zcdWv3xbx4W-kzPuMCmjV3NTHin3pvgdoWGoixVkxhXNcpmBUoKOf3LIwQUyFpAHfIpLj4ObibYMBW0pApkUilE9i5aNf_c/s320/fll2.png" width="320" /></a></div>
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<span style="font-size: 13.3333px; line-height: 14.2667px;">Through FLL, participants not only hone their STEM skills, but also learn how to be effective leaders, creative problem solvers, and better members of their communities. At the end of the tournament, the team members were proud of what they learned especially about persistence. They had a lot of fun too!</span></div>
KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com0tag:blogger.com,1999:blog-2484789244574689882.post-89705862113894822842016-08-06T09:59:00.003-05:002016-08-06T11:05:38.948-05:00Value Added Technology<div class="MsoTitle" style="text-align: center;">
<br /></div>
<div class="MsoNormal">
<i>I haven’t posted in a
long while and I found this post which I had started in March 2011. I decided to post it now. <o:p></o:p></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguWKPVv4V9xNkl9Hx7s9cHc45GlsLwaLBTXIDdBi6MTf1MvPeuFiQ1RvRgU1ncal0mGd-a18LLYxpAu_SP19gacDXjtBj7U06J-rP9bLl_3s7z351oaKhUQYTW2oZ79U3T5ZOl-fW8ih4/s1600/ActivBoard300-4B-fixed-slvr-web.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguWKPVv4V9xNkl9Hx7s9cHc45GlsLwaLBTXIDdBi6MTf1MvPeuFiQ1RvRgU1ncal0mGd-a18LLYxpAu_SP19gacDXjtBj7U06J-rP9bLl_3s7z351oaKhUQYTW2oZ79U3T5ZOl-fW8ih4/s1600/ActivBoard300-4B-fixed-slvr-web.jpg" /></a></div>
I have been reflecting on the raging debates about the
merits (or not) of interactive whiteboards IWB.
A couple of things have happened recently that have added to my inner
conversation on this topic. On Thursday, I heard Ginno Kelly of Promethean
speak. On Friday, I proctored a session
of the Maryland State Assessment (MSA).
On Saturday, I read some of <i>Breaking
Down Digital Walls: Learning to Teach in a Post-Modern World </i>by R.W. Burniske and Lowell Monke. While
I highly recommend the first and third experiences, you should avoid the second
one if you possibly can.</div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
My “aha!” moment happened when I noticed parallels between
the debate over the efficacy of telecollaborative projects (based on my reading
of the book) and the efficacy of IWB (based on various blog posts and cemented
in my mind through the exceptional application of IWB and LRS by Ginno Kelly). <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
With telecollaborative projects, teachers may first attempt
basic “keypal” exchanges which result in nothing more than social
exchanges. Alternatively, an early
telecollaborative project may be a mere “scavenger hunt” which result in
nothing more than low level fact hide-n-seek exercises. If you judge the telecollaborative computing
based on these types of projects, you could easily conclude that they do not
provide value in terms of student achievement when compared to traditional
offline activities. On the other hand, think about data sharing
telecollaborative projects (e.g., students from all over <st1:place w:st="on">North
America</st1:place> track sightings of Monarch butterflies, report their data
collectively, and infer conclusions from the data) or problem-solving
telecollaborative projects (e.g., students brainstorm and share solutions to rain
forest habitat loss). These later
projects provide instructional experiences which would be impractical without
telecollaborative computing, thus their efficacy is much higher. I conclude that <b>the efficacy does not depend on the technology alone, but rather on how
it is applied</b>. Thus, professional development, adequate time for
instructional planning, and freedom to flexibly utilize the available
instructional time are variables that matter.
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Let’s follow this line of thought to the efficacy of
IWBs. IWBs are easy to implement in
teacher-centered “chalk-n-talk” lessons. In such lessons, the teacher is the
one at the board and content is extolled to students by the sage on the stage.
If you were to gage the efficacy of IWBs based on this type of instruction and
you value student-centered learning over teacher-centered instruction, you’d
fairly conclude that IWBs don’t provide sufficient value for their cost. (I
happen to feel that “teaching” is not a dirty word. It has its place in a
balanced approach to education, but that’s a topic for another blog post.). On
the other hand, suppose the IWB facilitated inquiry-based discussion via
sharing of thought-provoking visuals, videos, real-world scenarios and other
multimedia integrated with rich discussion/debate. Add to this instruction students
collaborating with the IWB serving a digital hub to reveal the classes’
construction of meaning as it evolves. This instructional approach would also be
impractical without an IWB or at least a minimal digital teaching hub (projector
connected to a computer). Again, the efficacy depends on implementation
approach (i.e., how the IWB is applied rather than the particular technology
alone). Likewise, professional development, adequate time for effective and
innovative instructional planning, and freedom to use instructional time
flexibly are variables that matter. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
For illustration purposes, the table below shows that
various technology’s efficacy is dependent upon instructional approach.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 480;">
<tbody>
<tr>
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 95.4pt;" valign="top" width="127"><div align="center" class="MsoNormal" style="text-align: center;">
<b>Technology<o:p></o:p></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 153.0pt;" valign="top" width="204"><div align="center" class="MsoNormal" style="text-align: center;">
<b>Basic Approach<o:p></o:p></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.7in;" valign="top" width="259"><div align="center" class="MsoNormal" style="text-align: center;">
<b>Advanced Approach<o:p></o:p></b></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 95.4pt;" valign="top" width="127"><div class="MsoNormal">
Telecollaborative computing<o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 153.0pt;" valign="top" width="204"><div class="MsoNormal" style="margin-left: .25in; mso-list: l7 level1 lfo1; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Keypal
exchanges<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .25in; mso-list: l7 level1 lfo1; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Scavenger
hunts<o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.7in;" valign="top" width="259"><div class="MsoNormal" style="margin-left: .25in; mso-list: l7 level1 lfo1; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Data
sharing<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .25in; mso-list: l7 level1 lfo1; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Problem-solving<o:p></o:p></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 95.4pt;" valign="top" width="127"><div class="MsoNormal">
IWB<o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 153.0pt;" valign="top" width="204"><div class="MsoNormal" style="margin-left: .25in; mso-list: l6 level1 lfo3; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Lecture<o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.7in;" valign="top" width="259"><div class="MsoNormal" style="margin-left: .25in; mso-list: l2 level1 lfo2; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Multimedia
enhanced real-world examples<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .25in; mso-list: l2 level1 lfo2; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Rich
inquiry-based discussions<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .25in; mso-list: l2 level1 lfo2; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Student
collaborative reflection shared at the board<o:p></o:p></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 95.4pt;" valign="top" width="127"><div class="MsoNormal">
1-1 Computing / Computers on Wheels (COWs) – writing<o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 153.0pt;" valign="top" width="204"><div class="MsoNormal" style="margin-left: .25in; mso-list: l0 level1 lfo4; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Word
process to publish pre-edited hand-written drafts<o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.7in;" valign="top" width="259"><div class="MsoNormal" style="margin-left: .25in; mso-list: l0 level1 lfo4; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Students
create interactive multimedia products to share over the web to synthesize
their understanding of a topic<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .25in; mso-list: l0 level1 lfo4; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Wiki
discussions to reflect on thinking about your thinking collaboratively with
your peers<o:p></o:p></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 95.4pt;" valign="top" width="127"><div class="MsoNormal">
1-1 Computing / COWs – Internet<o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 153.0pt;" valign="top" width="204"><div class="MsoNormal" style="margin-left: .25in; mso-list: l3 level1 lfo5; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Explore
the web (without a specific purpose)<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .25in; mso-list: l3 level1 lfo5; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Visit
links about a topic and summarize them in a “bird report” (i.e., an exercise
in recall)<o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.7in;" valign="top" width="259"><div class="MsoNormal" style="margin-left: .25in; mso-list: l3 level1 lfo5; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Use
a webquest which requires synthesis of your new learning into a new product<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .25in; mso-list: l3 level1 lfo5; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Publish
on the web<o:p></o:p></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 95.4pt;" valign="top" width="127"><div class="MsoNormal">
Learner Response Systems<o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 153.0pt;" valign="top" width="204"><div class="MsoNormal" style="margin-left: .25in; mso-list: l5 level1 lfo6; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Answer
factual questions as a summative assessment<o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.7in;" valign="top" width="259"><div class="MsoNormal" style="margin-left: .25in; mso-list: l5 level1 lfo6; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Use
as a formative assessment tool (check
for understanding) through out the lesson to provide direction for subsequent
instruction<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .25in; mso-list: l5 level1 lfo6; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Ask
thought provoking higher-order questions to stimulate discussion<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .25in; mso-list: l5 level1 lfo6; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Have
small groups confer and reach consensus in order to submit a group response<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .25in; mso-list: l5 level1 lfo6; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Seed
voting results for subsequent classification / analysis <o:p></o:p></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 95.4pt;" valign="top" width="127"><div class="MsoNormal">
Digital photos /
videos<o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 153.0pt;" valign="top" width="204"><div class="MsoNormal" style="margin-left: .25in; mso-list: l4 level1 lfo7; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Capture
a field trip or student performance <o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.7in;" valign="top" width="259"><div class="MsoNormal" style="margin-left: .25in; mso-list: l4 level1 lfo7; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Collect
students thinking about their thinking for subsequent analysis<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .25in; mso-list: l4 level1 lfo7; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Students
create a mash-up / montage using a collection of content-related photos or
videos<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .25in; mso-list: l4 level1 lfo7; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Students
write and produce a video documentary or public service announce which
synthesizes important points of a unit<o:p></o:p></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 95.4pt;" valign="top" width="127"><div class="MsoNormal">
Video on demand<o:p></o:p></div>
</td>
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<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Play
a whole movie with not particular instructional accountability for the
material shown<o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.7in;" valign="top" width="259"><div class="MsoNormal" style="margin-left: .25in; mso-list: l4 level1 lfo7; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]-->Select
a particular salient clip and sandwich it with before-viewing, during
viewing, and after viewing instructional activities. <o:p></o:p></div>
</td>
</tr>
</tbody></table>
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<div class="MsoNormal">
Let’s explore the ramifications of the realization that the
efficacy of a technology depends upon how it is applied. This “realization” is not news to anyone who
works with educational technology, but it seems to be easily forgotten. Over zealous vendors and educational
technology evangelists are partially to blame. In order to justify the
expenditures to funders, great instructional approaches of the technology are
disseminated. These successes are then
attributed to the technology rather than the instructional approach facilitated
by the technology and the hard work that lead to the success. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Frequently, the hard work entailed:<o:p></o:p></div>
<ul style="margin-top: 0in;" type="circle">
<li class="MsoNormal">Indentifying
visionary teachers who see the potential efficacy of the technology for
their instructional needs<o:p></o:p></li>
<li class="MsoNormal">Visionary
teachers teach their students using the technology after expending untold
quantities of their personal time to innovate, reflect and revise their
instructional approach until they are satisfied with the results<o:p></o:p></li>
<li class="MsoNormal">Visionary
teachers reshape their instructional approach into a replicable best
practice and then disseminate the best practices through varied,
differentiated, and distributed professional development activities<o:p></o:p></li>
<li class="MsoNormal">Leaders
foster buy-in with the next wave of adopters<o:p></o:p></li>
<li class="MsoNormal">Repeating
this process for each successive wave of adopters<o:p></o:p></li>
<li class="MsoNormal">Meanwhile
providing just-in-time technical support and pedagogical coaching so that
as each wave adopts the technology, they have a safety net if glitches
arise.<o:p></o:p></li>
</ul>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Call this hard work “adoption effort”. When the adoption
effort is done well, it is labor intensive.
It frequently costs more than the initial cost of the hardware or
software. When the adoption effort
doesn’t happen, often the technology is only adopted by the first wave of early
adopters. Then, the rest of the teachers are perceived as resistant or poor
teachers. While this may sometimes be
the case, it isn’t necessarily a fair conclusion unless the adoption effort has
occurred.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Let’s assume that each technology requires some form of adoption
effort. Also, we don’t evaluate a technology per se, but rather the technology
along with a particular instructional approach, i.e., technology /
instructional approach (TIA). Borrowing from the concept of total cost of
ownership (TCO), I posit an equation for evaluating efficacy of TIA. The
increase in student achievement achieved (i.e., its value (V)) for a TIA must
exceed the initial cost (IC) of the technology plus the cost of the adoption
effort (AE) in order for the TIA to have efficacy.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b><span style="font-size: 20.0pt;">V for a TIA ≥ IC + AE<o:p></o:p></span></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoNormal">
While this equation over simplifies a complex issue, it
think it still provides a useful as a mental model. For example, let’s say a TIA makes the
instruction more engaging. Engagement is not included separately in the
equation. Instead if the increased
engagement leads to increased student achievement then it provides value (V).
What if the TIA helps students learn about how to use technology (i.e.,
technology literacy)? Well technology
literacy is fine but there is so little instructional time, I feel that unless
the TIA provides some value, there isn’t time for teaching technology for
technology’s sake.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I then thought back to one technology rollout that I viewed
as a success (Video on demand). See my earlier post on this rollout. The initial cost IC was absorbed by the
district. The adoption effort (AE) to reach advanced instructional approaches
was low. Therefore, the value was realized fairy rapidly.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Where does that leave us on the debate about the value of
IWBs? My opinion is that IWBs do provide
value because the make it possible to bring a wide variety of digital / interactive
resources to the classroom, make it easier to model use of technology, and
facilitate collecting data through learner response systems. Moreover, with the
incorporation of the IWB, the class has gained a user-friendly instructional
design authoring tool. Students are completing teacher-created flipchart at
their own computing devices and/or creating their own flipcharts to demonstrate
their learning. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<br />
<div class="MsoNormal">
<i>Note: </i> <i>In
hindsight (now in 2016), I still believe in the value of IWBs. I feel that at the time (in 2011), they paved
the way for converting to a more digital curriculum which ultimately made it
easier to evolve to a more learner-centered model especially with 1-1
computing. In a typical lesson today, whole class instruction takes a lesser
and smaller portion of the instructional role, but my IWB is indispensable for
that role. Students more frequently request to take up the pen at the board to
model for their peers and small groups meet for mini-lessons at the board. <o:p></o:p></i></div>
KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com0tag:blogger.com,1999:blog-2484789244574689882.post-48981461160778790272013-03-17T20:58:00.000-05:002016-08-06T11:09:11.391-05:00Are iPads just for consumers or do they belong in schools?<br />
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Our school has decided that we'd like our technology program to help us implement more challenge-based learning. I have been looking at different mobile devices. There is plenty of controversy. We have looked at Windows 8 tablets, Android Tablets, Chromebooks, and iOS tablets. I don’t intend for this post to go into a lot of details comparing the alternatives, but I will provide an overview of my thinking. First of all, you must start by identifying your instructional need (i.e., don’t put the cart before the horse). The choice of device must follow from what you want to do with the device. See Sam Gliksman blog post on <a href="http://ipadeducators.ning.com/profiles/blogs/10-steps" target="_blank">asking the right questions</a>. </div>
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There are different reasons for wanting mobile devices in schools. The first of three major reasons is to provide students productivity tools to become more efficient at their learning tasks. We could call this philosophy "teaching technology for technology sake". This philosophy provides a great benefit as students move into their workplace. With this philosophy, it is a priority that the device be easily managed by IT and support the productivity tools which the students are already familiar. </div>
<br />
A second reason for providing mobile devices for students is to not just help them learn about technology but to help them learn about content by using technology tools that will help them become better readers, writers, problem solvers, scientists and historians. You might call this philosophy "technology integration". With this philosophy, the teacher's role is to cover the curriculum and to make sure that students master the outcomes as established in the curriculum. Technology's purpose is to leverage technology integration to enhance instruction. With this philosophy, it is very important for teachers to be able to manage the dissemination of information to students and be able to track their progress towards the standards being covered. With this philosophy, it is important to have a strong repository of instructional media, assessments, and standards. Technology is beneficial because it helps the teacher to align standards, instruction and assessment. Technology is also beneficial because it allows the teacher to measure student progress against the standards. <br />
<br />
With the third philosophy, it is important for students to learn "how to learn". This is a more student-centered approach. It includes instructional strategies such as problem/challenge-based learning, inquiry-based learning, and perhaps personalized learning. You might call this philosophy "21st Century Teaching and Learning". The device that suits this philosophy needs to be easy for the students to use and easy for the student to customize (when appropriate). With this third philosophy, it is important that students can access information through a variety of techniques and modalities. It is also important that the students can demonstrate their understanding through a variety of approaches and modalities. Students need to reflect on their strengths and weaknesses and self-monitor their progress. The teacher acts "as a guide on the side" to ensure that the tasks are challenging, yet achievable; and provide a sufficient depth and breadth that the students are well versed in a deeper understanding of the disciplines being studied. Technology is beneficial because it provides the ability to collaborate with others, explore resources outside the school walls, work on authentic problems, and publish results to authentic audiences. <br />
<br />
There is a place for all three philosophies in education. There are overlaps between them as well. To strive for one approach at the complete exclusion of the other two is ill-advised. None-the-less, each technology program may select a single philosophy as its focus.<br />
<br />
A Windows 8 mobile device, Windows laptop, or Chromebook is a better fit for philosophy 1. (See a blog post on the merits of Chromebooks or Surface tablets versus iPads). The strengths of these mobile devices are in productivity tools and IT manageability. A LearnPad, Kuno, or Amplify Android tablet is a better fit for philosophy 2. (See Scott McLoad's blog post: <a href="http://dangerouslyirrelevant.org/2013/03/big-brother-would-love-the-amplify-tablet.html" target="_blank">Why Big Brother Would Love the Amplify Tablet</a>). Its strength is in teacher control over the learner's experience. An iPad or iPad mini is a better fit for philosophy 3. Its strength is in ease of use for the student, versatility, opportunities for student/teacher creativity, and an established network of innovative educators striving to use technology with best practices which modify and redefine education (M and R of the <a href="http://www.educatorstechnology.com/2012/12/ipad-apps-classified-by-samr-model.html" target="_blank">SAMR model</a>). See this list of curated resources on<a href="http://www.scoop.it/t/ipad-technology-integration" target="_blank"> iPad best practices</a>, <a href="https://docs.google.com/presentation/d/1fRPd8b_lzq68C-ANkGVKyH135qtE7O2cg4Ye3kit9qU/edit" target="_blank">ideas for using iPads</a>, and this summary of <a href="https://docs.google.com/file/d/0B9I9pzr9zQO3U1Bsa2VSZkgtLWc/edit?usp=sharing" target="_blank">research on the impacts of instructional use of iPads</a> on student achievement. Here, I have exaggerated the distinctions between the devices to make my point. All three devices can serve any of the three philosophies depending on how the teacher or students uses the devices. Yet, the different devices strengths are better aligned with different educational philosophies. <br />
<br />
Our school has already had five years as a technology-rich school. Our teacher laptops, student laptop carts, student-operated TV studio, as well as, interactive whiteboards have allowed us to leverage technology for the purposes I outlined under philosophy 1 and 2. We have been endeavoring to use technology in ways fitting philosophy 3, but we still have a ways to go. We don't intend to get rid of our existing technology, but we are looking ahead to add technology that will help us move into more innovative instruction. We don't intend to discontinue our pursuits of use of technology for the purposes of philosophy 1 and 2, but we are more than ready to pursue philosophy 3. Philosophy 3 is aligned with our school mission statement and our newly articulated technology program vision. <br />
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Because of our hope to promote <a href="http://vimeo.com/23582085" target="_blank">challenge-based learning</a>, iPads are best for us. There are tons of instructional apps for any content area. eBooks can be created that make the most of the Internet, video, audio, interactives, and multimedia resources. There are tons of creation apps so students can demonstrate their understanding in a way most appropriate for them. The camera, camcorder, voice recorder, speech-to-text, and text-to-speech provide an excellent "swiss-army knife" for learning. The device turns on quickly and has a long-lasting battery, so students can pick it up when they need it and use paper and pencil when that would be more applicable. Many of our teachers and students already use iPads personally outside of school, so they know how to leverage them. The iPad is so easy to use that toddlers take to it easily. They rarely fail and if they do, restarting usually fixes any problem. Not that it should matter, but they are cool (teachers covet them and so do students).</div>
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KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com0tag:blogger.com,1999:blog-2484789244574689882.post-23256606438037435892012-06-26T15:59:00.000-05:002012-06-26T16:00:31.328-05:00Got Skype?I have been inspired by the great work at Cromwell Valley Elementary by Dana Novotny, Jill Wright, Michael Fort and many others. With administrator vision and support, they have embraced Skype and Web 2.0 technologies. <br />
At our school, we hosted <a href="http://www.ted.com/talks/adora_svitak.html" target="_blank">Adora Svitak</a> (child prodigy, international presenter, and published writers) for a series of four webinars focused on creative writing. The culminating activity was an extraordinary<a href="http://www.edline.net/files/_dMCXn_/e06099ab254c6edf3745a49013852ec4/Adora_Stories.docx" target="_blank"> literary magazine</a> of selected writing by our 4th and 5th graders. There was deep and meaningful learning by the teachers as well as students. I firmly believe that web conference is an affordable tool to enrich learning and extend it beyond the four walls of the classroom.<br />
<br />
This upcoming school year, my administration and I plan on following Cromwell Valley's lead (but on a smaller scale). We hope to have all interested grades participate in a guided inquiry project with a web conference as a component. One activity to support this endeavor was for me to teach a two hour professional development workshop on Skype. The participants were further inspired by Nancy Reed, David Langis, Fred Balmages, and Todd Loht (who appeared via Skype). Part of that discussion revolved around best practices in web conferencing. <br />
<br />
I have collated key <a href="http://www.edline.net/files/_daD5k_/9ab5f7a5c85b788f3745a49013852ec4/Web_conferencing_tips.docx" target="_blank">web conferencing tips</a>. The credit for many of the best tips come from the individuals mentioned above as well as great technology integration visionaries like <a href="http://coolcatteacher.blogspot.com/" target="_blank">Vicki Davis</a>, <a href="http://blog.janinelim.com/" target="_blank">Janine Lim</a>, <a href="http://langwitches.org/blog/" target="_blank">Silvia Tolisano</a>, and <a href="https://sites.google.com/site/chattingacrosstheusa/" target="_blank">Cherrie MacInnes</a> .<br />
<br />
<strong>I would like you to crowd-sourced these <a href="http://www.edline.net/files/_daD5k_/9ab5f7a5c85b788f3745a49013852ec4/Web_conferencing_tips.docx" target="_blank">tips</a></strong>. Please comment below to add to our understanding of successful web conferences.KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com2tag:blogger.com,1999:blog-2484789244574689882.post-15015115601324616952011-05-29T15:55:00.004-05:002011-05-29T16:14:32.967-05:00Seed Starter for School-wide PLN<p>In December 2010, my husband gave me an iPad for my Christmas present. I planned to use it as an eReader for the many books I love to read and as my mobile PDA (check email, keep my calendar and to do lists up-to-date). I also was looking forward to being able to get to web sites on-the-go.<br /></p><br /><p>Shortly, after I got my iPad, I was lucky enough to attend an iPad tweetup with tech divas @according2jo @DigiLibrarian21 @thetechtiger among others. They shared great apps and I immediately downloaded many of the recommended apps. One of these, <a href="http://flipboard.com/">Flipboard</a>, was a game changer for me.<br /></p><br /><p>Flipboard allowed me to preview web sites mentioned in tweets, my RSS feeds, and facebook updates. The interface put all of this information in one place in a digital magazine format. Honestly, before Flipboard I was not into twitter. Since twitter is blocked within our school system and I didn’t have access to it on my phone, I could only read tweets when I was at home on the computer. I checked my tweets once or twice a month, rarely tweeted my own ideas, and didn’t have much of a network of followers or people I followed.<br /></p><br /><p>Flipboard makes it so fun to keep up with my network and learn more from people with interests similar to mine. It can be addicting to a geek / life-long learner like me. (I need to restrict the amount of time I spend online in this fashion.) I have discovered so many new Web 2.0 tools and how they are being used effectively in classrooms across the world. I regularly make an effort to follow the tweeters and subscribe to bloggers who are contributing to my learning. Growing my network with quality individuals is a continuous work-in-progress.<br />This leads me to my reason for this post. I’d like other (less geeky) teachers at my school to be able to dip their toes into the PLN waters. My teachers are willing to collaborate with each other. Since we have ample laptop carts and interactive whiteboards at my school, teachers already regularly share their lesson flipcharts and student project templates with their grade level teammates. The principal also calls on teachers to share best practices face-to-face at faculty meetings. Every six weeks or so teachers have grade level meetings where they can discuss what’s working and what needs improvement.<br /></p><br /><p>I’d like to foster even greater collaboration between grade levels, capture some more of the informal discussions on meaningful school improvement, and reflect more deeply on 21st Century teaching and learning. I’d like to have a school-wide eCommunity where such discussions can happen asynchronously. The discussions can be enriched with links to web sites, book recommendations, and videos relating to the topics being discussed. It could also be a place to share instructional resources across grade levels. The eCommunity would be a place to continue discussions as follow-up to face-to-face professional development activities, a place to discuss professional book study topics, and a forum to exchange impromptu best practices. Since it will be kept online, existing teachers can search it and refer back to it at will, and new teachers can catch up easily be looking back on the discussions. Building this eCommunity would be one step on the path to promoting PLNs for all.<br /></p><br /><p>What do you think about this idea? I’ve participated in online forums that worked well and ones that flopped. What would make our eCommunity successful? Since twitter is blocked at school, what environment you’d suggest for implementing the eCommunity?<br /></p>KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com2tag:blogger.com,1999:blog-2484789244574689882.post-49708243277940992072009-08-09T12:42:00.000-05:002009-08-09T12:45:21.522-05:00Standardized or Individualized?How do you feel about a national curriculum? a national standardized test? Think about the opinions expressed in this <a href="http://www.mobilelearninginstitute.org/21stcenturyeducation/films/film-yong-zhao.html">video</a>.KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com0tag:blogger.com,1999:blog-2484789244574689882.post-46558147462338049282009-08-09T11:49:00.001-05:002009-08-09T11:51:13.820-05:00EnthusiamHere is the <a href="http://www.thinkport.org/TECHNOLOGY/SPOTLIGHT_EDUCATORS/2009/benson.tp">video </a>that Maryland Public Television made about me when I won the MICCA Outstanding Technology Using Teacher of the Year award. It was such an honor.KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com0tag:blogger.com,1999:blog-2484789244574689882.post-41047362817437617482009-07-27T15:50:00.002-05:002016-08-06T11:09:43.370-05:00Higher Order Thinking in a Digital AgeI came across the revised Bloom's taxonomy (with digital skills added). See <a href="http://techlearning.com/article/8670">http://techlearning.com/article/8670</a>. I wonder how many of the new digital additions are being taught in schools. At what grade level should they be introduced? How many teachers today can do them all?KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com0tag:blogger.com,1999:blog-2484789244574689882.post-17713234264975724962009-07-27T14:54:00.002-05:002009-07-27T14:56:20.218-05:00Are Interactive Whiteboards Worth their Cost?I was interested in this post:<br /><a href="http://mcrel.typepad.com/mcrel_blog/2009/07/do-iwbs-change-instruction.html">http://mcrel.typepad.com/mcrel_blog/2009/07/do-iwbs-change-instruction.html</a><br /><br />I commented:<br />Your question has been raised a lot in my district as well. I received a Promethean ActivBoard this school year and now I can't imagine teaching without it. I find myself trying to justify the technology to others in the district (generally those who are without IWBs themselves). These folks seem to see them as either an expensive substitute for a wireless mouse or just another way to keep teachers locked into teacher-led whole-class instruction.<br /><br />I agree with you that the best way to get insight into this question is to see an IWB used by an effective teacher with real students.<br /><br />I must admit that before I had an IWB I too was concerned that IWBS might lead to too much teacher-led whole-class instruction. We have only had our boards since October of 2008. In the beginning, they were an extension of the teacher's toolkit (i.e., another way to do what they would have done with a chalkboard, overhead projector, etc.) Yet in less than one year, the IWB have been increasingly used by students to increase their role during whole-class instruction; but more importantly, this has gradually led to the teachers adding new technology integration approaches to their repertoire. Our teachers are now comfortable with a variety of technology integration strategies (at the board, with the board as a center, with activities in the computer lab, and with laptops on wheels). IWBs provided the bridge to technology integration adoption and more student-centered instructional strategies.<br /><br />This change did not happen overnight or without effort. It requires patience, respect for teachers unique abilities, plenty of professional development, responsive technical support, and administrative vision. Could we have made these advances without IWBs? Who knows, but I’m glad we didn’t have to!<br /><br />What do you think?KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com2tag:blogger.com,1999:blog-2484789244574689882.post-38823177444252735912009-07-13T13:18:00.005-05:002009-07-13T13:24:39.411-05:00Effective ePortfoliosIn his blog 2 cents worth, David Warick comments that he views a state-of-the art ePortfolio system as the next killer app (see <a href="http://davidwarlick.com/2cents/?p=1792">http://davidwarlick.com/2cents/?p=1792</a>).<br /><br /><strong>I commented:</strong><br /><br />I too participated in the Leadership Symposium at NECC. I agree that “what gets measured is what gets taught”; therefore we need to move toward adding ePortfolio in as one way of assessment. In Maryland, this was the first year that High School Assessments (HSA) were required for graduation. Seniors needed to pass the HSA Algebra, Government, Biology, and English to graduate. As the deadline approached, there was an issue about students who would not graduate who had met all the other graduation requirements. Maryland decided to offer projects and portfolio assessment of these projects as an alternative to passing the tests. Many students worked hard and teachers worked hard with them to satisfy the requirements. Reports from this year’s seniors to under classman are that you should pass the test because it is alot less work than passing the project portfolio assessments. May question is why weren’t these students taught this way in the first place?<br /><br /><strong>Now I'd like to add:</strong><br />Finland (top ranked in educational performance) emphasizes project-based learning (along with performance assessment). What do we need to do in the US (besides reducing our dependence on high-stakes testing) to make project-based learning and performance assessment more widely adopted here?KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com0tag:blogger.com,1999:blog-2484789244574689882.post-67888680323088549752009-07-12T12:57:00.003-05:002009-07-12T13:03:52.870-05:00Baltimore Sun Article - Maryland Math Gap WideningI'm glad the issue of math achievement made the front page of the paper today (<a href="http://weblogs.baltimoresun.com/news/education/blog/2009/07/math_standards_and_maryland.html">http://weblogs.baltimoresun.com/news/education/blog/2009/07/math_standards_and_maryland.html</a>). Preparing students in mathematics for college level study is indeed an important issue. This blog post repeats my comments on that article.<br /><br />One thing I'd like to see in such an article would be information about how many more students are now attempting college work than before and therefore are taking "college prep" coursework in high school. It is difficult to judge the trends without such information.<br /><br />I teach in a Maryland elementary school and I agree there is an issue with students mastering basic facts fluently. The curriculum emphasizes problem solving and concept attainment which is important for 21st century learning. Practicing math facts then becomes homework. I'd like to see more parents support this by quizzing their children in their basic facts when it is assigned by the teacher.<br /><br />MSA and HSA high-stakes testing is causing negative instructional impacts such as the issue of Algebra I courses being diluted as described in the article. Finland who tops the list of educational performance does not use high-stakes testing (<a href="http://www.schoollibraryjournal.com/blog/1340000334/post/20022802.html">http://www.schoollibraryjournal.com/blog/1340000334/post/20022802.html</a>). Instead they focus on providing a highly qualified, respected, and supported teaching force; project-based learning; and broadband access to the web. I'd like to see the US move in that direction.<br /><br />Finally, there are great advances in educational technology (interactive whiteboards, learner response systems, individualized learning management systems) these days. I’d like to see more funds available to apply these technologies to mathematics instruction at all levels.KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com0tag:blogger.com,1999:blog-2484789244574689882.post-41290143825240015102009-07-06T16:09:00.003-05:002009-07-06T16:11:44.542-05:00Contribute to the SolutionI urge all people interested in the advancement of technology integration to share their opinions as the next version of the National Educational Technology Plan is developed. The initial round of comments was solicited at NECC. You can share your thoughts by visiting <a href="http://www.edtechfuture.org/">www.edtechfuture.org</a>. Register, sign in, read, and respond!KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com0tag:blogger.com,1999:blog-2484789244574689882.post-58892917693871651662009-07-04T16:33:00.003-05:002009-07-04T16:41:39.360-05:00I drink the Orange Kool-AidI have just completed my first year openning up the newest school in Baltimore County Maryland (Vincent Farm Elementary). We are tech-rich school with an onsite TV studio, one stationary computer lab, six mobile laptop labs with 24 laptops each, Promethean ActivBoards and Elmo document cameras in every classroom, a podcasting kit, a poster maker, and a digital camera kit with 10 cameras. <br /><br />The most amazing technology has been the ActivBoard. They are changing the we we teach daily. They arrived in October for half the teachers and April for the rest. I've had mine since October and I can't imagine teaching without. It is so hard to explain the value but it makes teaching and learning so much more multimodal, engaging, and tailored to the way digital natives prefer to learn. <br /><br />Last July, a group of educators from BCPS went to Activ08 in Boston. We were so impressed with the passion and enthusiam that the Promethean teachers demonstrated. It almost felt like we joined a cult. We coined the phrase for how this felt (i.e., like we drank Orange kool-aid). Well, I'm happy to report I too have sipped the Orange kool-aid and I try to convert any teachers in my path to the wonders of teaching with ActivClassroom technologies.<br /><br />Please share your thoughts with me on interactive whiteboard technologies.KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com0tag:blogger.com,1999:blog-2484789244574689882.post-42304439506661009312007-07-04T10:11:00.000-05:002016-08-06T11:10:09.775-05:00Freedom WritersThe other day I finished <em>The Freedom Writers Diary: How a Teacher and 150 Teens Used Writing to Change Themselves and the World Around Them</em>. If you haven't read the <a href="http://www.amazon.com/Freedom-Writers-Diary-Teacher-Themselves/dp/038549422X">book </a>or seen the <a href="http://www.freedomwriters.com/">video</a>, put them on your summer to do list! <br />
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Erin Gruwell is a novice high school English teacher who inspires her students to overcome the violence, bigotry, and poverty of their East L.A. neighborhoods through her effort to form personal connections with these students and allowing them to express themselves through writing. Visit her <a href="http://www.freedomwritersfoundation.org/">website </a>to learn more about her teaching practices.<br />
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Ms. Gruwell’s students articulate the pain of abuse, neglect, bullying, drugs, homelessness, abandonment, shop lifting, prison, suicide, and gang wars to name a few. The students feel like outsiders because of their race, sexual preference, learning disabilities, obesity, -- you name it. They suffer a loss of “childhood” which results in a loss of hope. Ms. Gruwell shares with them the stories of Anne Frank, Zlata Filipovic and others so they see that even under extreme adversity an individual can make a difference. Her message is so empowering. <br />
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Although I teach elementary school students in a working class suburb of Baltimore, the story still resonates with me. At my school, I too see students who are not protected from the harsh realities of the world. Columbine, 911, and the Virgina Tech shootings make it difficult for any child to stay a child for long. Additionally, the rapid pace of change and increasingly impersonal aspects of a growing society adds to students’ feelings of isolation. A caring teaching and the ability to voice one’s story are potent tools to combat these forces. The leads me to ponder how Web 2.0 technologies can boost this process.KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com0tag:blogger.com,1999:blog-2484789244574689882.post-29536021162808511312007-06-28T09:33:00.000-05:002007-06-28T10:19:01.669-05:00A rose by any other nameI recently was asked to talk to some teachers in my district about Action Research. I must say I felt some trepidation. I did an Action Research project some years ago, but I am not an expert by any means. The event was coordinated by University of Maryland Baltimore County (UMBC) and I was going to have a UMBC professor as a partner for the session. My role would be to give the viewpoint from the trenches (i.e., a teacher who had actually been through the process). This made me feel better about not being an expert, but I it also made me realize I had another concern.<br /><br />I was not convinced that Action Research was worth the effort required. I didn’t know if I wanted to “advocate” for something that I doubted myself. It turned out that all of the other teachers who might have served in my place were not available. Thus, I agreed to participate and do my best.<br /><br />Well, I pulled out some books and looked at some websites as I prepared my presentation. I wanted my audience to understand that Action Research is not as intimidating as it sounds. Actually, reflective teachers do a less structured variation of it all the time which I prefer to call “teacher inquiry”. I realized that “teacher inquiry” was something that I do firmly believe in and have been doing and promoting for some time. I even was a finalist in Dell’s competition on “data-driven decision making” – another name for “teacher inquiry”. I had to look at my preconceptions to reconcile this contradiction.<br /><br />When you call it “Action Research”, the connotation includes publishing a definitive conclusion for a larger audience, using the scientific method, and perhaps “randomized groups”. However, this connotation comes from the word “research” and those characteristics apply to “basic research” – not “action research”. The word “action” means that you act within your classroom. With “action research”:<br />· Publishing your results is optional<br />· The process is expected to be iterative – not a linear like the scientific method<br />· You don’t need to use randomized groups.<br /><br />In other words, I had a problem with the name not the concept. My action research project had been time-intensive, but action research is still valuable on a smaller and less formal scale. I needed to examine what I valued about action research. First, the basis is inquiry. As a life long learner, asking my own questions about my practice is fundamental. I need to question in order to improve and should question in order to be a model for my students. Questioning without follow-up is worthless. Action in order to answer these questions is vital. Next, it follows that if you are going to spend effort on some action, it makes sense to evaluate if the action had the intended effect. The Question-Action-Evaluate triad just makes sense and really is what action research is all about.<br /><br />This triad was something I could advocate. I needed my audience comprehend this understanding of “What is action research?” Not only that, but I wanted them to be empowered by what this meant. If practice could be improved by personal examination, then the individual could be a source of school improvement innovation. Each teacher did not need to wait to be told the best course of action by the district or “basic research”. These sources were tools in the process of improved practice, but one’s own “action research” was also a valid tool as well!<br /><br />Note: After this line of reasoning, I was ready for my co-presentation. It went well and the audience went from saying that they never did action research to realizing that they have been doing action research all along.KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com0tag:blogger.com,1999:blog-2484789244574689882.post-38262421138934788432007-06-17T18:47:00.000-05:002016-08-06T11:10:33.940-05:00Safari Montage was the biggest successWhen a teacher wants to jazz up a lesson to help students understand a concept, a picture is worth a thousand words and a video is worth .... ? This year our county (Baltimore County Publish Schools) provided a video on demand service (<a href="http://www.safarimontage.com/">Safari Montage</a>) for all schools.<br />
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Safari is very easy to use and because the videos are not streamed, the performance is excellent regardless of Internet bandwidth. The greatest feature of Safari is that you can search by topic, or content standard. Then you can zero in on the just the minute or two of video that supports your specific instructional objective. Our teachers have used video clips to help students learn about behavior of mosquitoes, the life cycle of a frog, what a seed needs to grow, healthy eating habits, and many other topics. The videos were high quality and each had metadata that decribed the appropriate grade level(s) for viewing the video.<br />
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In addition to the technical capabilities provided by the Safari Montage vendor, the county utilized a well-thought out rollout strategy. The rollout included on-site setup, system-wide professional development, technical support coordinated with the department of technology and follow-up via the library information services <a href="http://www.bcps.org/offices/lis/safari/index.htm">web portal</a>, including an e-community of best practices.<br />
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I have introduced a lot of different technologies to my teachers, but this one took off the fastest. I wonder what made this innovation more successful than others. I'm sure the ease of use was an important factor, but I also feel it fit easily into the classroom teachers’ educational philosophy. In other words, it supported them as communicators of new knowledge. Basically, they already know how to apply videos in the "lecture" instructional model. I believe another positive factor was that for teachers with a large TV connected to their computer, they could use it directly in their classroom with minimal set up. Thus, the innovation was an efficient use of instructional time.<br />
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I hope as more technology integration approaches become available they will be adopted as quickly and broadly as Safari Montage. What innovations have been successful at your school?KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com0tag:blogger.com,1999:blog-2484789244574689882.post-86360881128519246332007-06-03T12:17:00.000-05:002007-06-03T12:26:43.341-05:00Adopt or Avoid?<p>Why do some teachers jump right in when a new technology is introduced? There are tons of reasons to postpone adopting a new technology, such as …<br /></p><br /><p>The professional development:<br /></p><ul><li>Hasn’t happened</li><br /><li>Was at an inconvenient time or place</li><br /><li>Wasn’t targeted to my situation</li><br /><li>Didn’t provide enough information on how to apply it to teaching.</li></ul><br /><p>The technology:<br /></p><ul><li>Takes too much preparation time to use</li><br /><li>Is not reliable</li><br /><li>Is too slow on the equipment I have</li><br /><li>Requires that I sign-out equipment elsewhere in the building, so it is too inconvenient to setup</li><br /><li>Is too restrictive (not enough flexibility, agility, or creativity).</li></ul><br /><p>The intended use:<br /></p><ul><li>Is not developmentally appropriate for my students</li><br /><li>Is too abstract/basic for my students</li><br /><li>Is not part of the curriculum</li><br /><li>Would inhibit human-interaction between the teacher and the student or between students</li><br /><li>Is just another fad. This too will pass.</li></ul><br /><p>I usually respond that <strong>if you could just as effectively deliver the lesson without the technology, then you should!</strong> However, there are times when technology integration truly enhances the instruction (i.e., it has a high ratio of instructional benefit to effort required – a high value ratio.) There are too many examples of innovative practices with high value ratios to list here. Yet, a high value ratio is necessary but not sufficient to induce adoption. What makes one innovation take hold while another one flounders?<br /><br />See also: Sugar, W., Crawley, F., & Fine, B. (2004). <em>Examining teachers’ decisions to adopt new technology</em>. Educational Technology and Society, 7 (4), 201-213.<br /></p>KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com0tag:blogger.com,1999:blog-2484789244574689882.post-18588646293763135222007-06-01T11:05:00.000-05:002016-08-06T11:10:53.933-05:00Cutting Edge or Bleeding Edge?You might call me an Educational Technologist (although I prefer the title technology integration coach). I enjoy trying out new innovative techniques and teaching them to myself. <br />
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However, yesterday I became acutely aware that many of my classroom teachers feel just the opposite. Change is scary. This cohort of teachers craves order and autonomy. They carefully plan and prepare to increase the probability that their lessons will work. This is admirable and it makes them great teachers.<br />
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Yesterday, one of these teachers was about to try the Interwrite software with a projector and laptop. I was overcommitted and couldn't provide the coaching time I had hoped. When I needed to leave to fulfill another obligation, she was terribly distraught. I felt miserable as well; because I felt like I was abandoning her in a time of great need.<br />
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In the future, I need to be sensitive to the emotional side of attempting something new and risky. I need to do a better job of managing teacher expectations. Most of all, I need to become more comfortable about saying no, when the demands of my job won't let me fulfill a teacher's request. If I had said, "I can't help you until next Tuesday.", then her hopes wouldn't have been dashed. She would have planned today's lesson without the new technology. Then on Tuesday, she could have employed it more successfully.<br />
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In a similar vein, if a technology is still new to me or not working reliably - then I need to be assertive and say it is not yet available. My classroom teachers expect me to have mastered the techniques which they want to try. When they ask for more than I can deliver, they don't know any better. I need to remove my pride from the situation and admit my limitations. It is better to be slightly embarrassed ahead of time rather fall on my face at the last minute. Whew! What a tough lesson to learn!KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com0tag:blogger.com,1999:blog-2484789244574689882.post-44846918682269001232007-05-31T07:14:00.000-05:002007-06-01T11:04:35.375-05:00National PrioritiesIf you're like me, you wish the educational policy makers would spend a day in your shoes. Well, if you'd like to educate them, join the blog dialog about eductional policy. Here are some posts on this topic which I decided to comment on:<br /><br /><ul><li><a href="http://davidwarlick.com/2cents/2007/05/30/questions-from-the-department-of-eduation/">Survey on Educational Technology by the US Department of Education</a></li><li><a href="http://davidwarlick.com/2cents/2007/05/28/a-vicious-exhilarating-cycle/">New skills needed by students - dubbed learning literacies (midway through this blog entry)</a></li><li><a href="http://anne.teachesme.com/2007/05/23/high-stakes-testing-is-putting-the-nation-at-risk/">High-Stakes Testing is putting the Nation at Risk</a></li><li><a href="http://liberaldoomsayer.blogspot.com/2007/05/flunk-nclb-once-and-for-all.html">Flunk NCLB</a></li></ul><p></p>KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com0tag:blogger.com,1999:blog-2484789244574689882.post-88741960882351549092007-05-30T16:39:00.000-05:002007-05-30T17:51:12.302-05:00Murphy's Law<p class="MsoNormal">It seems that when you use technology in your lesson; if something can go wrong, it will at the most inopportune time.<br /><br />This week I have been gearing up in helping to prepare one of my teachers for her observation. The administration wants to build technology integration capacity outside of the computer lab (i.e., not just by me - the technology integration teacher, but by all teachers throughout regular instruction in the classrooms). To motivate teachers to integrate technology, the administration asked that one observation per teacher this year demonstrate technology integration.<br /><br />During her observation, this particular teacher (Mrs. T) wanted to use the iPanel, an interactive monitor / graphics tablet from <a href="http://www.interwritelearning.com/">Interwrite</a>. This device runs the same software as an electronic whiteboard, but you sit down and write right on the monitor's surface instead of standing with your back to students and writing on the whiteboard's surface. We had the device on loan for evaluation purposes from our helpful local reseller (<a href="http://www.peripheral-vision.net/">Peripheral Vision, LLC</a>). I demonstrated the equipment and Mrs. T was very excited about the capabilities. She and her students tried it within a number of math lessons. The students were really engaged and enjoyed easily seeing the activities with the attached LCD projector. We thought we had a great plan for her observation.<br /><br />Now this leads me to the Murphy's law portion of the story. As it turns out, the iPanel uses a special pen and the pen tip fell out unbeknownst to Mrs. T. She sent me a frantic email. I told her not to worry. I contacted their technical support that kindly put another pen tip in the mail at no charge. Unfortunately, it would not arrive in time for her observation. I tried other Interwrite pens, but they were not interchangeable. I then borrowed an existing Interwrite Schoolpad from another teacher in the building. Again, we thought we had a great backup plan.<br /><br />Murphy strikes again. Although I had tested the Schoolpad with the same laptop she intended to use for her observation, when she started to teach the Blue Tooth connection wouldn't autoconnect. She turned it off and back on as I had advised her, but still it would not connect. She reverted to using her traditional blackboard at this point. I jumped in and made the software manually connect. This time it did work. Whew! She competed the rest of her lesson with the SchoolPad. The technology added engagement and focus to her delivery.<br /><br />Typically teachers don't deal well with this type of unpredictability brought on by Murphy's Law-like events described above. Children create enough unpredictability - they don't want to add more chaos because of technology. I believe it was <a href="http://nlcommunities.com/communities/alannovember/default.aspx">Alan November </a>who I heard use the phrase that technology integrated lessons need to be "Monday morning ready" (i.e., they need to be able to slip right in to our teaching and be ready to go first thing on a Monday morning).<br /><br />I feel this application of technology did not pass the "Monday Morning Test". This is not a criticism of the hardware or software. I take some responsibility for the problems. I think as a technology coach, I need to have more backup supplies and teach troubleshooting techniques more effectively. In hindsight this seems obvious, but prior to these experiences, I have tried "not to confuse" teachers with the technical aspects and "let them focus on the instruction". I now feel I need to adjust this philosophy, because if teachers cannot function independently of me when they integrate technology in their classrooms, they will not fully adopt technology-integrated instructional strategies.<br /><br />I invite other technology coaches to weigh in on how they prepare for the dreaded "Murphy".</p>KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com2tag:blogger.com,1999:blog-2484789244574689882.post-29375249759709032112007-05-28T14:57:00.000-05:002007-05-28T21:17:28.482-05:00I'm Blogging!Hi everyone! This is my first post. I'm a technology integration teacher at Relay Elementary in Baltimore, Maryland. I recently attended the <a href="http://www.miccaonline.org/"><span class="blsp-spelling-error" id="SPELLING_ERROR_0">MICCA</span> </a>conference (a conference for technology using educators in Maryland and surrounding <span class="blsp-spelling-error" id="SPELLING_ERROR_1">vacinity</span>). I have heard about blogging, <span class="blsp-spelling-error" id="SPELLING_ERROR_2">podcasting</span>, <span class="blsp-spelling-error" id="SPELLING_ERROR_3">wikis</span> for a while now. When I heard <a href="http://www.weblogg-ed.com/">Will Richardson </a>and <a href="http://www.halldavidson.net/">Hall Davidson</a> speak at the conference, I decided to be part of the wave, rather than just a spectator so I'm starting this blog.<br /><br />Initially, my focus will be on the part of my job that entails helping other elementary school teachers in my school learn how to integrate technology into their instruction. I view this part of my job as "coaching". I'm hoping to elicit a dialog with other professionals who are coaches on technology integration as well.<br /><br />Being a technology integration coach is sometimes like being a tight rope walker. I feel that I need to be careful with each step. I want to support teachers as they attempt new techniques. I don't want them to feel that I judge them. I make every effort to be encouraging. However, sometimes I have knowledge that would help their lessons to be more effective. I struggle with when I should advise them about things I have learned and when I should let them learn themselves. I recognize this balance is hard to accomplish.<br /><br />As a parent and teacher myself, I recognize that knowing when to help and when to let go takes care and wisdom. I look forward to reflecting on this topic and hope other technology integration coaches that eventually stumble upon this blog will join me in the dialog.KB Learns With Youhttp://www.blogger.com/profile/02200103870819186870noreply@blogger.com0