“Two schools are both alike in dignity. Part of our story takes place in Jersey City, NJ while the other part takes place 32 miles away in Roslyn, NY. Some would argue that this is the best of times and the worst of times in education. This case study will celebrate what is good about education today by presenting two stories that illustrate how Green Screen technology on iPad can be used to support authentic student voice in learning environments on different ends of the educational spectrum.
SCHOOL #1: ROSLYN HIGH SCHOOL, NASSAU COUNTY, LONG ISLAND, NY
In wealthy, suburban Long Island, Larry Reiff uses Green Screen technology to makeRomeo and Juliet more modern. As a humanities teacher, he is always looking for ways to infuse 21st Century skills into his units of study. He incorporates iPads, iBooks, and apps to make sure that his students can interact with complex texts in ways that will make them excited about literature that was written many centuries ago.” To read further please click here:
“If you are a teacher, then you have probably experienced the introduction of a new technology into your classroom at some point in time. Whether it was an interactive whiteboard, laptops or tablets, it is likely that you would have felt some pressure to use that technology as much as possible because of the expense involved. Often teachers are expected to incorporate new technologies without the support of appropriate professional development. That is, professional development that not only addresses the technical aspects of the devices, but the pedagogical considerations as well.
My research into the use of iPads in primary classrooms has revealed that many teachers find it a challenge to use technology creatively to teach mathematics when compared to other subject areas. I believe that the way technology is used in mathematics lessons often reflects how the teacher views and understands mathematics and the curriculum.” To read further please click here:
“In my consulting as well as administrative technology work, I am often asked the same questions by different schools and officials. One of the most common is: “How do you get teachers who are hesitant or resistant to use technology?”
I am keenly aware that many of my colleagues are not, for various reasons, gung ho about educational technology. And it’s interesting. Quite often, the teachers who are hesitant to adopt new technology are great — in fact, amazing — educators. They are frequently veterans and usually leaders in their academic field and within their institutions.
In my role as tech advocate, I habitually find myself trying to coax these established educators to use new tools and incorporate new methodologies. Here are some ways I have found to be successful in this endeavor.
1. Do not set out to “fix” anyone’s teaching
If you’re working with veteran educators, this is especially important. They have been successful in their field for many years, often decades. Perhaps they teach an AP course and are used to a high percentage of 4’s and 5’s on the AP exam. Maybe they teach a writing class and feel that they are effectively preparing their students with advanced writing skills. Regardless of their specialty, approaching a hesitant teacher with an eye to radically change their curriculum and pedagogy can feel threatening and critical.”To read further please click here: http://www.teacherswithapps.com/how-to-get-hesitant-teachers-to-use-technology/
“Of course I take a huge interest in my kids’ education and I have a lot of teacher friends, so I like to stay abreast of current classroom happenings. The fairly new practice of using technology in the classroom is definitely on the rise. When integrating technology in classrooms, one of the worries is that the devices might be more of a distraction than the helpful tools they were meant to be. Another potential roadblock is that some old school teachers can be intimidated by the newest innovations in technology. These days, students can easily take virtual tours, go on web quests, or virtually sit in on a class halfway around the world. The implications are far reaching and could eventually change the face of education as we know it. In case you might think it’s too difficult or complicated, check out these easy ways to use technology in classrooms.” To read further please click here: http://makobiscribe.com/5-easy-ways-to-use-technology-in-classrooms/
“When I think about how far education has come over the past 25 years, I feel both encouraged by progress and overwhelmed by the possibilities, for we have so much further to go. The way I reconcile these feelings is knowing that while we have a great deal of work to do, we’re taking the right steps toward achieving our ultimate goal of helping every learner reach their full potential. As we wrap up the 2014-15 school year and plan for the next one, I wanted to take a moment to outline my vision for Edmodo; specifically, what we want to contribute to the K-12 space, how we view the evolution of our platform, and the overall impact we are hoping to have.
Edmodo has always been a hub for making new teacher connections, collaborating with peers, and discovering educational resources. We see 2015 as a crucial year in the company’s lifecycle, as we explore how to provide the best platform for all participants in the educational ecosystem: district-level leaders, schools and classrooms, teachers and parents, and most critically, students being trained for careers we cannot imagine in fields that have not yet been discovered.” To read further please click here:
“Many teachers are inspired by the idea of free and accessible education through cutting edge technology, and by the ability to bridge the gap between students who live in areas where they’re likely to receive an excellent education and students who may not have equal opportunities. The thought of sharing skills and information that can open the eyes of students throughout the world, regardless of their background, is appealing to volunteer teachers throughout the United States.
This inspiration does not, however, change the fact that teachers have a limited amount of time each week to dedicate to volunteerism. They have already worked a full day educating the emerging generations and deserve a work-life balance. Teachers who are faced with the dilemma of wanting to make a difference beyond their current classroom experience but who have a limited amount of free time are encouraged to create their own free content through Google+.”To read further please click here:http://www.edudemic.com/creating-free-virtual-classroom/
“In Week 11 of the Try-a-Tool-a-Week Challenge we checked out ClassDojo. As with many of the fun free tools we’ve been checking out, the feedback has been quite positive. K-12 teachers use ClassDojo to encourage students with positive feedback, make it easy to communicate with parents, and save time!
I could write more about it, but it’s so much better to hear it straight from our reader’s … teachers who have commented on the ClassDojo challenge page and provided enthusiastic and informative feedback!
Teachers Share Their Love for ClassDojo
“When I saw this app posted, I was elated!
I have taught students enrolled in our Teacher Ed. Preparation Program how to implement this app in their classroom since the app was released in August 2011″ To read further please click here:
” Digital literacies and digital game-based learning (DGBL) are both concepts that have emerged in the educational arena since digital technologies have become all pervasive in every aspect of society. With mobile technologies continuing to develop, games are being used more and more by people of all generations and schools are realising that there is some potential for adopting digital games into the formal setting for learning (Beavis, 2012; Arnab et al., 2012). Digital literacies have been recognised as necessary for successful participation in all aspects of life and are embedded throughout the Australian Curriculum / NSW Syllabuses for the Australian Curriculum within the General Capabilities and Cross-curriculum priorities. There are many similarities between digital literacies and digital game-based learning, yet, it would seem that very little research has been undertaken to make the link obvious between these two concepts.
Throughout this chapter, connections will be made between digital game-based learning and digital literacies to show that digital game-based learning is a powerful pedagogy that incorporates the elements of digital literacies. In showing the similarities, it will be seen that through the adoption of game-based learning, digital literacies can be taught in context. Digital literacies are the skills that connect the learning content (curriculum) and digital games are the platform that these digital literacies can be practised within a meaningful context. ” To read further please click here:
“Using animations in a gamification context can be effective in showing a learner when s/he has reached a desired goal. Fireworks, flags, flashing lights, etc. are an obvious way to indicate success, but animations can also be used more subtly in gamification. Merely freezing an animated background while a question is asked (and then resuming it when answered correctly), or adding an exciting transition to move on to the next part of the course, can be a stimulating experience for a user.
What is Educational Animation?
Whether it is a small moving arrow that indicates a location on a diagram, or a full-fledged cartoon-style movie on a specific topic, educational animations are images that contain movement which is intended to increase perception and retention of relevant content. For those of us who aren’t professional animators, PowerPoint’s Custom Animation effects are a quick and easy way to add some movement to images to make them more effective in teaching.” To read further please click here:http://www.digitalchalk.com/blog/how-to-create-educational-animations-in-powerpoint-to-gamify-your-course
“When we consider information quality — teaching students to find and use credible information — educators often feel they must take sides with regard to what type of search tool they prefer. Should students be required to use information in paid databases, such asFacts on File, EBSCO, ProQuest, or Gale? Or is it better to accustom them to the open web, especially via search engines such as Google, Sweet Search, or DuckDuckGo?
In actuality, this debate sets up a false dichotomy.
Certainly, there are times I would prefer one category over the other. In daily life, as well as in the type of “authentic” assignments we strive for these days, there are many information needs that simply require the open web. Furthermore, one of the most insidious pro-fee-database arguments I encounter is that using databases “guarantees” “quality” or “reliable” information, without regard for the fact that the range of sources in databases is often quite broad, and students are as likely to encounter articles from People or Good Housekeeping in some academic databases as they are to find an article from the Journal of Microbiology.” To read further please click here: http://blog.cue.org/quality-research-for-the-classroom/
“Our classrooms are now expanding beyond the four walls, and learners and trainers are looking for more avenues beyond the existing face to face live classroom training and eLearning methods. Blended learning is the new way to go. Blended learning is the type of learning method where we combine both virtual training and face to face classroom training and design a highly effective and practical learning process. A well designed and implemented blended learning course can help you in setting and achieving high learning goals.
There are now many E-learning platforms that help learners and trainers to do blended learning. E learning platforms such as Learning Management System (LMS) comes with different tools and widgets that help in accomplishing different tasks. eLearning platforms helps in bringing both live classroom learning and virtual learning into a unique integrated environmen . eLearning platforms helps in organising training activities and manages learning courses. They also help in organizing classroom training sessions and also store and analyse all training data. E-learning platforms not only helps in managing the learning content, but also helps in proper documentation of the whole learning programme.” To read further please click here:
“Blogging in the classroom was a watershed discovery for me. I had such an acute need for a better way to manage my student’s writing, but I was wary of blogging. There are challenges to helping students learn in an online community. Until I met Matt Hardy from KidBlog, I viewed these risks as too big to manage on my own. I believe that as a teacher I have to both innovate and protect my own professional reputation. When I heard Matt talk about how he created KidBlog to support exactly the kind of connected learning I want to happen in my classroom, I realized how accessible this learning is now. Using school specific tools like Kidblog, or Edublogs, can give you more control and management potential than using conventional tools like Blogger, or WordPress
Blogging organizes your student’s writing and makes it searchable.
If you have ever tried to move 24 spiral notebooks at the same time you have to look at blogging. When students write on the blog, or submit their work to the blog via email, the blog becomes my system to organize student work. This got their work out of my inbox and into the blog.
Blogging means it is shareable.
When my student blog it is easy to allow them to read each other’s work and comment on the posts. We teach the art of conversing in comments. Students write about what they care about and their classmates respond. This isn’t just writing, this is community building.” To read further please click here:
“Hopefully, you have figured out by now that Google Forms is the best thing since sliced bread. If you are trying to be paperless, Google Forms is a must have. Not only are you paperless but all of your information is typed and in a single location. No more shuffling or losing papers. The data from the Google Form goes to a Google spreadsheet. Once your information is in a spreadsheet the things you can do with it are nearly limitless. How many times have you dug through a stack of papers to find one kid’s name only to confirm that it is missing. Instead use Control F (Find) on the spreadsheet and know in seconds if the student submitted answers or not. Next Year
Now that you have made all of these awesome Google Forms and spreadsheets this year, how do you get ready for next year? Do not remake all of your forms, you can reuse them!You can find all of your Google Forms by going to Google Drive (http://drive.google.com) and doing a search to locate all of my Forms that I edited this year.” To read further please click here: http://www.alicekeeler.com/teachertech/2015/05/25/google-forms-reusing-them-next-year/
“Can you imagine your school functioning without a principal? Not just for a day here or there…but forever?
That’s exactly what this school in Maine is doing: they’re not going to replace their principal, who stepped down for medical reasons:
“She was splitting her time and it seemed like when we needed something or something came up, she wasn’t available for us,” said Tammy Moulton, an eighth-grade teacher who has taught in Athens for 30 years. “Between obligations at another school and meetings she had to attend, she wasn’t often available, and we found ourselves doing a lot of things anyway. We had to make decisions and get things done on a daily basis.”One teacher saw an article about a “teacher-led” school — there is no principal and teachers are fully responsible for all decisions — and they decided the model was something they wanted to explore. “
““My precious. My precious.” You may recognize this phrase from “The Lord Of The Rings.” It’s spoken by Gollum, the crazy creature who hides deep in the caves, and craves the one ring. It’s all he can think of. What if I were to tell you that this creature is real? What if I were to tell you that this creature exists in every school in the country? And what if I were to tell you that this creature, is you?Now, you probably aren’t some creature living in a magical land. However, while it’s not a pretty comparison, some of your students may view you much like we view Gollum. They sometimes view teachers as people who want nothing more than to hoard the student work and keep it for themselves.In today’s day and age, students are global citizens. They are on Facebook, Twitter, Snapchat and a whole host of other social media outlets sharing moments of their personal lives. These students have a global following before they leave elementary school, but therein lies the problem. When the students arrive at school, they see Gollum.” To read further please click here: http://smartblogs.com/education/2015/05/25/the-world-is-my-audience/
“Below are some of the best iPad apps students can use to demonstrate their learning across different subjects. Apple has recently released Apps in the Classroom series featuring the apps listed below (except Book Creator) in separate visually explained guides for teachers to use with their students. All of these guides are available for free download with iBooks in Mac or iPad or with iTunes on your computer.” To read further please click here:
“Zu3D is a powerful yet simple to stop-motion animation and timelapse app for the iPad. The folks at Zu3D have taken their PC animation software and streamlined it to work on IOS.
Zu3D uses the front or back cameras from the iPad to take a series of pictures, which it then strings together into a stop-motion animation. You can import and record sound effects as well as add titles, credits and speech bubbles. Zu3D comes with a library of sounds which can be used in your animations.
The interface allows for “onion-skinning” which means that the old image is overlaid on top of the image about to be taken – this helps you to judge how far you need to move the object each time.
The finished movie can be saved to your camera roll and exported as a YouTube video as well as uploaded to Zu3D online. The project can also be exported to iTunes. Saving it to your camera roll means it can then be used in other movie apps such as iMovie if the children want to splice several different films into a longer movie.”To read further please click here: http://www.whiteboardblog.co.uk/2014/01/zu3d-app-review/
“This will be a minifesto, in which I will outline my key thoughts about primary teaching in a really condensed, misleading, facetious, probably untrue and flippant way. I won’t go into much depth, in the hope that someone will turn my phrases into those artistic images with my wisdom overlayed onto Hawaiian sunsets. Also I am really tired and everyone on Twitter is talking about Eurovision, which I can’t watch because I don’t get signal for BBC channels and my iPad has died because I played Soccer Stars’ for about three hours straight. Read my minifesto. Vote for me.
1) Kids don’t know enough stuff I would like them to know – They’re good at knowing stuff they want to know, but I want them to know the things I want them to know too. They are so focused on knowing things like ‘their interests’, ‘their experiences’ and ‘the things they have learned from their discussions’ that they have lost focus on the really important things a primary aged child should know – the population demographics of Stone Age Britain, the Singapore Bar Method and the language features of the instructions on a Pot Noodle.” To read further please click here: https://jonnywalkerteaching.wordpress.com/2015/05/24/a-primary-teacher-minifesto/
To help Learning and Development professionals stay abreast of new training technology, we’ve given a summary of some of the hottest new training technologies below:
Tin Cap API.
SCORM is the current hosting platform standard for content in a LMS, but it has some limitations in that it does not easily allow you to link training data with job performance data, meaning you can’t easily show a link between training and productivity. Tin Cap API is the new hosting platform for content in LMS- which promises to make huge wages- as this allows you to easily track and evaluate a much broader range of learning experiences in a much more end-to-end way. It will enable you to make that link between training and productivity gains from within the system.
3D Virtual World Training.
Now, we know there’s nothing new about virtual reality as its been around for a while. But, what is new is that we are really getting the hang of it, and are now incorporating exciting new technologies like 3D. This means that for the first time ever, virtual training experiences can be as good a training tool as the real world. The study reported in Neo Academic highlights a 3D Virtual World police training tool that delivered far more superior training and learning than traditional, face-to-face training. As 3D worlds become more convincing, expect virtual training to become an increasingly important and cost effective training device.” To read further please click here: http://elearningindustry.com/the-new-training-technologies
The responses flooded in. To date, we’ve received nearly 400 comments on Facebook alone, many of them both passionate and articulate.
Here, we’ve rounded up a few popular reactions.
Many of you highlighted the important differences between the act of handwriting and the act of typing
“Writing (esp. in cursive!) triggers creativity in a way that tapping/clicking just can’t.”
“Writing things down improves ones retention. Technology is important, but having a great memory trumps being technologically savvy.”
“Pressing a key isn’t the same as the tactile experience of writing the letter. Using different mediums such as chalk, pencil, markers, crayons, etc. reinforces the forms, stimulates the brain in different ways, and most importantly, it helps develop fine motor skills.”
There were also some concerns that technology is too unreliable/too complicated to replace pens and paper entirely.”
“According to the National Education Association (NEA), the number of U.S. students enrolled in special education programs has risen 30 percent over the past 10 years. Additionally, the NEA reports that nearly every general education classroom in the country includes students with disabilities, as three out of every four students with disabilities spends part or all of their school day in a general education classroom.
But as the number of students in special education programs has increased, the supply of special education instructors has not kept pace. Based on the Department of Education’s Teacher Shortage Area Nationwide Listing, 47 states in the 2014-15 school year were in need of special education instructors.
One tool to help students with disabilities even in the face of a special education teacher shortage is assistive technology. Today, assistive technology can help students with certain disabilities learn more effectively. Ranging in sophistication from “low” technologies such as a graphic organizer worksheet to “high” technologies including cutting-edge software and smartphone apps, assistive technology is a growing and dynamic field. Several areas of assistive technology and sample products may be found in any given classroom, making a difference in how students of all abilities learn.” To read further please click here:
“Are you a teacher looking for the best iPad apps to help you not only stay on top of things, but enhance the entire classroom experience? App Store is full of educational apps that not only makes learning fun, but can help engage your students. For after class, there are lots of productivity apps that can help you stay on top of lesson plans, keep track of participation, and much more. Put them together and they can make for one of the best school years yet! No matter what grade you teach, these are the iPad apps we think no teacher should ever go without!” To read further please click here: http://www.imore.com/best-ipad-apps-teachers
“Without effective training and support, any teacher will struggle to progress alongside all the other school commitments they have. A full training programme requires detailed planning and significant free capacity, at least a 0.5 FTE timetable devoted to this. This is because the training, coaching and in-class support needed should be spread out over months, a regular drip-drip of help, advice and skills input rather than a couple of intensive days’ training and it should be available ‘on demand’, not at fixed times.The school’s early adopters should become part of the training programme and if at all possible every department should have a technology champion so staff have regular access to support. These champions can lighten the load for anyDirector of Technology and can be more effective, as their context is so similar to the people they’re helping.
One of the challenges is understanding the actual training needs of your colleagues. Some may present as vaguely competent and actually have very little idea of how to use devices to support learning, and equally some may hide under a bushel a deep and valuable understanding and set of of skills. Unless your staff is small and stable, it’s likely that you won’t have the in-depth knowledge you need to design a training programme that meets everyone’s needs. For this, aTraining Needs Analysis (TNA) tool is required. Appendix O, happily for you, is a good example of one. It serves a number of purposes:” To read further please click here:
“Have you ever used e-books in your English classroom? Stacey Hughes, our Professional Development Services teacher trainer, tried out a lesson with adult learners using an e-book on the Oxford Learner’s Bookshelf. Watch the video below to see how she got on
I was really excited about trying out the American English Filee-book and also a little bit apprehensive. My excitement came from knowing students would be able to watch the video at their own pace – pausing if needed to take a note or jumping back to catch something said. I was also interested in seeing how often students used the repeat function for the audio. This ability to focus bottom-up on a phrase or word was a real bonus since my students came from different countries.
At first, I was slightly nervous about using the Oxford Learner’s Bookshelf tools so experimented with the different tools and functionality. I wanted to find out what was possible and also get comfortable with using the tools. I did some of the exercises as a student would. To my surprise, I enjoyed using the audio notes the best and I wondered if fast finishers might be encouraged to create some audio notes about vocabulary that would help them study later.” To read further please click here:http://oupeltglobalblog.com/2015/05/06/teaching-a-lesson-with-e-books/
“Allowing students to bring their own devices to class can be a cost-effective way to quickly get access to the internet and to the many useful tools those devices carry. But students don’t always get the chance to use their devices, especially in low-income schools.
As we previously reported, a 2013 Pew study revealed that only 35 percent of teachers at the lowest income schools allow their students to look up information on their mobile devices, as compared to 52 percent of teachers at wealthier schools. And while 70 percent of teachers working in high-income areas say their schools do a good job providing resources and support to effectively integrate technology into the classroom, only 50 percent of teachers in low-income areas agree.
But it’s not a lost cause — the disparity can be addressed, according to Michael Mills, assistant professor of teaching and learning at University of Central Arkansas, who trains in-service teachers and works in a seventh-grade classroom. Mills has spoken openly about how race and expectations may be playing into how teachers use devices in the classroom. For him, this is a crucial issue, because without access to powerful tech use in school, kids who come from disadvantaged backgrounds will continue to fall behind.” to read further please click here:
“I remember Mr. Ford. One day during my freshman year in biology, Mr. Ford walked in. He was a substitute. “Hi everybody. I’m Mr. Ford. Mrs. Phillips will be out for the next two weeks and I’ll be here until then.” His announcement wasn’t unexpected, but what was unexpected was that for the next two weeks, I learned more in biology class than I did the rest of the year. What was the difference? Mr. Ford seemed to know as much about biology as Mrs. Phillips did. He was able to keep a disciplined class, helped us with our labs, and assigned and graded homework just like any other biology teacher would. But there was something different about how he approached our subject: He seemed to genuinely enjoy it.
One day Mr. Ford brought in petri dishes. Nothing unusual, until he said, “I was out at the nature reserve last evening walking around and found some samples of the microbes we were talking about.” Our stunned response: “You mean he actually likes doing this on his free time?” and then “Can we see them?”” To read further please click here: http://www.teachhub.com/6-teaching-strategies-model-learning
“Do you continually have to stop your lessons because of one or two off-task or disruptive students? Are you frustrated because the kids who don’t want to learn are continually interrupting the ones who do? Here are 8 ways to redirect off-task behavior without interrupting your lesson or allowing your entire lesson to be derailed.
“Educators are looking for ways to help students participate in a digital world, but the choices for digital engagement in the classroom can be overwhelming. Many teachers have little to no money to pay for premium versions of apps and are looking for quick and easy ways to determine how an app works. They must also consider why it might be useful for their teaching practice.Rachel Langenhorst helps teachers in her district find solutions for those issues. She used to teach social studies, but is now the K-12 Technology Integrationist and Instructional Coach at Rock Valley Community Schools in Iowa.“Really be cognizant of the digital tools you’re picking and why you are picking them.”She put together a list of favorite digital tools for the social studies classroom and shared them during an edWeb webinar. She emphasizes that, as with any classroom technology, teachers need to be careful not to just substitute a tech tool for an analog one.” To read further please click here:
Brian Neese”“According to the National Education Association (NEA), the number of U.S. students enrolled in special education programs has risen 30 percent over the past 10 years. Additionally, the NEA reports that nearly every general education classroom in the country includes students with disabilities, as three out of every four students with disabilities spends part or all of their school day in a general education classroom.
But as the number of students in special education programs has increased, the supply of special education instructors has not kept pace. Based on the Department of Education’s Teacher Shortage Area Nationwide Listing, 47 states in the 2014-15 school year were in need of special education instructors.
One tool to help students with disabilities even in the face of a special education teacher shortage is assistive technology. Today, assistive technology can help students with certain disabilities learn more effectively. Ranging in sophistication from “low” technologies such as a graphic organizer worksheet to “high” technologies including cutting-edge software and smartphone apps, assistive technology is a growing and dynamic field. Several areas of assistive technology and sample products may be found in any given classroom, making a difference in how students of all abilities learn.” To read further please click here: http://www.teachthought.com/technology/15-assistive-technology-tools-resources-for-students-with-disabilities/