I keep a list of all the #edtech tools available for digital learning: apps for assessment, platforms for instructional delivery, tools for collaboration + creativity.
That list is currently at 212. (That is not a typo.)
And those are the tools about which I know. It can get overwhelming, this having to be constantly on top of the ever-evolving, never-stalling educational technology universe. Sort of like this:
image courtesy of YouTube
I'm a fan of simplicity and of having my options limited. Too many choices and I get paralyzed. With that said, when I'm asked to make recommendations by teachers for the must-have tools for their edtech toolbox, here are my go-tos in no particular order:
Want to really know if your students learned something? This is IT. If you don't believe me about this social learning platform in which the teacher poses a question and students provide video responses, then believe the millions of other users who swear by it. This is a very simplistic explanation for an edtech tool that has more uses than a Swiss Army Knife (especially with its most recent updates of camera features and AR), so I suggest you get in there and play around with it yourself. Here's a great guide to get started.
It was a giddy day when the teacher would roll out the giant TV and popped a clunky tape into the VCR. But to be honest, I'd have liked Edpuzzle way more. And you will, too. It's more than a simple show-a-video-to-students tool. Edpuzzle gathers valuable and informative data about student comprehension. In the age of on-demand, pausing, and rewatching, this tool will resonate with your class. Click here if you're a newbie to Edpuzzle.
I have the attention span of a goldfish, so if it takes me a long time to learn something, I'm out. Book Creator's got your back with its 10-minute tutorial. Turn your lesson into your own textbook. Better yet, allow your students to create their own ebooks, comic books, photo books, and journals.
There's a reason YouTube is popular with your students. Watching a video is more powerful than reading text. This screencast recorder allows students to truly show what they know by narrating what's on their screen. Create tutorials for your kiddos for days when you've got a sub, or replace the time-consuming oral presentations with screencasts.
Why not make learning a game? I can't tell who has more fun with this--the kids or me. This collaborative learning classroom game makes your job easier. Do yourself a favor and take the lecturing out of learning with the Live version of Quizlet.
I hope you find this list useful if you're just getting started with 1:1, or even if you've been doing it for a while. What are your faves?
Back in the day, before the dawn of the Internet, we looked to our teachers for the answers. We learned via a repeating cycle of lecturing, note-taking, and testing.
Lather. Rinse. Repeat.
With the Internet, however, everyone has the potential to become a content expert--to access the knowledge that was previously "kept" by our teachers.
With that said, it's time to shift our instructional delivery from "I give, you get" to "I ask, you explore, discover, try, fail, try again, and succeed. Inquiry-Based Learning helps us educators reach learners in the Digital Age.
Next time you feel like telling, try asking instead.
Want to learn more about Inquiry-Based Learning? Start here.
Love baseball? Love math? Looking for an end-of-the-year activity with your students that's fun and educational? I just updated my very popular packaged lesson plan, "Play Ball! Using Baseball to Analyze Statistical Data." It's a happy mix of both educational technology (Flipgrid, Edpuzzle, and Google Apps) and some hands-on creating. Please take a look, share with your colleagues, and let me know how it works for you!
The following is a true story.
As I drove him from school yesterday, my 16 year-old sheepishly announced, "I got a 40% on my test in _______." [Course name deleted to protect the innocent.]
After I corrected my almost-swerve into oncoming traffic, I regained my composure and inquired in a calm voice that masked my inner panic, "How did that happen?"
He responded, "Don't be mad. I got the highest grade in the class!"
I corrected yet another swerve.
He volunteered, "The class average right now is a D."
I gritted my teeth: "There's nothing average about an entire class of students underachieving."
He attempted to assuage me: "Mom, it's okay. No one ever gets an A. Or a B."
I explained, "Maybe it's just me, kiddo, but I don't think that's okay. How is is okay for an entire class of students to be failing? How does the teacher know you're all learning? Because the test would indicate that very few of you can show what you know."
He sighed, "Mom, please don't start with the teacher talk."
So I stopped. And not only because my sons get bored with all my educational reform proselytizing. It's because I think it's totally uncool for me to call out my kids' teachers in front of them. I don't like being all Judge Judy on other educators.
While my son put in his earbuds and tuned me out, I couldn't tune out my brain.
I'm not calling out my son's teacher here; he's not the only one.
I was that teacher. I was renowned for being the toughest grader in the high school English department, and I wore it like a badge of honor. An A was earned in my class--not granted. I believed I was preparing my students for the rigor of college by putting these obstacles in their way.
Doesn't that almost sound like I was setting them up to fail? Wasn't I establishing almost insurmountable odds? How was I doing my job? What were they learning?
We have to meet our learners where they are.
What would happen if a doctor prescribed all of his patients the exact same drug for completely different illnesses? Maybe a minority of the patients will improve--but the majority of them will never, ever recover. Their sickness will continue. And the doctor would be guilty of medical malpractice.
We have to meet our learners where they are. We really have to. And that means making sure we're doing our very, very best to reach the needs of each learner. We can do this when we give daily ungraded formatives (exit tickets in Google Forms, reflections in Flipgrid, or 3-2-1 checks in Edpuzzle). We can do this when we differentiate assignments in Google Classroom based on student needs. We can do this when we offer choice menus. Like good doctors, we should diagnose what each of our patients need--instead of writing them all the same prescription.
Teaching does not equal learning. Let's not be guilty of educational malpractice.
Providing a #TeacherBordered classroom means letting go of controlling the learning. It's difficult, sure, but when we don't allow students opportunities to explore, fall, re-learn, and succeed, then we rob them of the ownership and pride that comes as a result of discovery. Let’s stop feeding information to our students and let’s enjoy them figuring it out for themselves.
I've been using QR codes in the classroom for years. They make learning visible and three-dimensional. More importantly, when used properly, they provide a voice for students--something we really need more of in digital learning.
Did you know that with Flipgrid, you can add QR codes to student videos?
With digital learning (i.e., the 1:1 classroom) becoming more of the norm, teaching in traditional ways should start to fade into the sunset. Individualized learning, differentiation, and self-paced learning gets easier everyday. Follow these outstanding educators to learn how it's done:
My advice: Pick one strategy and get really good at it before tackling another.
I don't have a clue how I acquired this image.
But it's powerful, isn't it? It's reminiscent of Bloom's Taxonomy--but unlike Bloom's--this visual allows us to focus on learning from a student perspective as opposed to focusing on instruction from a teacher's perspective.
And what also astounds me is how clearly this image delineates how traditional forms of instruction don't do a whole lot in terms of being effective for our students. I wonder, are they even effective for us any longer?
In any case, John Hattie's research on feedback is more convincing than anything I could write here. But if you're looking to up your feedback game, I fully recommend you start here.
What are your thoughts on this graphic?
I've had this post in my head for weeks and couldn't find the time to write it, so I took advantage of my commute and made my first vlog post. (Don't judge my camera angle and amateur-ish recording--it's a total FAIL and I'm proud of it!)
Anyhow, one of my personal goals this year is to learn more about gamification and how we can start implementing it into our curriculum. Here are some baby step ideas to get started in your own classroom:
I'd love to hear how you're leveling up--feel free to leave comments and ideas below. Learning can be all fun and games!
If a picture's worth a thousand words, then take a look at this:
It's a side-by-side comparison of two activities, but I'm not going to share with you yet which activities. The image is from a study conducted by an MIT professor in which students were equipped with wristbands that measured skin conductance as an index of the “arousal associated with emotion, cognition and attention.” The students wore the wristband for one week. These are images of "highly-spiked" activities, or activities that stimulated strong physiological enthusiasm from one student:
The obvious conclusions we can draw from these images aren't too much of a stretch: the more intellectually stimulating the task, the more the brain is engaged, right? So, studying, homework, and testing all create tangible spikes.
Okay, ready for the big reveal?
Yep...sitting in a classroom is about as intellectually stimulating as snoozing. Digging deeper, we can reasonably assume that this particular classroom activity is most likely lecture-based.
Did you know that since the establishment of the university system in 1050, class-long lecturing has been the predominant method of instructional delivery? Let that settle in for a moment: we've talked at students for almost 1,000 years. Despite recent studies that confirm fifteen minutes is about the maximum amount of time students can focus on lecture material, we're still encouraging students to passively accept our content knowledge. Or, to quote my math coach buddy Mike Lipnos, "We have no idea how much we take from children when we give them our thinking."
What Can Be Done?
Fortunately, this is an easy fix, and I'm certainly not endorsing a complete ban on direct instruction; sometimes it's necessary. However, it's not our only option. Vicki Halsey, author of the book Brilliance by Design, suggests a six-step ENGAGE model for instructional delivery, and you can read more about that in more detail here. Distinguished teacher Angela Watson provides eight quick-start ideas we can immediately implement to get our kiddos actively talking more, such as:
In other words, keep it brief, keep it active, and keep it about the students.
What strategies do you use to cut down on the amount of time you lecture?
Educational consultant + #pedtech coach in Cleveland, Ohio sharing innovative technology ideas for educators.