Mitigating #EdTech Issues in the Classroom

With all the promise that educational technology holds, several pitfalls are always on the minds of educators. The top two issues that commonly come up in my talks with educators are the technology (Internet, hardware, devices, apps) not working or off-task behavior on the part of students.  While there are some serious challenges that can derail any lesson, there are some strategic ways to mitigate them ground in instructional design. Here are some of the most commonly implemented strategies, which I will describe in more detail in this post.

• Classroom Management
• Pedagogically sound lessons
• Monitoring
• Accountability for learning
• Feedback
• Assessment

Classroom Management

It is tough to argue the fact that many learners will quickly go off and remain off task if a classroom is not managed effectively. The key above all else is to build positive relationships with kids. One great way to do this is to co-construct rules with them as well as ramifications if they are not followed or broken. Addressing issues immediately as they arise, re-directing adverse behaviors, and utilizing positive reinforcement at opportune times all aid in creating a classroom conducive to learning.

Pedagogically Sound Lessons

If you are a reader of this blog, then you know that this is one area that I focus on extensively with my writing. Instructional design is one of the best deterrents to off-task behavior. If a student, or adult for that matter, is bored, then we better accept what might happen. It is critical to get kids so immersed in their learning that they don’t think about surfing the web aimlessly, texting their friends, or accessing social media. Sound pedagogy consists of effective instructional strategies that involve all learners, a focus on higher-order thinking skills, scaffolding techniques, construction of new knowledge, and relevant application of thinking. Mitigating edtech related issues rests on authentically engaging as many learners as possible.

Image credit

Monitoring

If kids are given a task to complete on a device, whether independently, in cooperative groups, or as a part of many different blended learning models, sitting or standing in the same place in the front of the room might lead to unintended consequences. During situations like this is when I commonly observe kids focused on anything but the learning at hand. It is vital to move about the room to not only look at what is on a learner’s screen but to also be in a position to either re-direct any off-task behavior or provide needed guidance. 

Accountability for learning

When I say accountability, I am not talking about grades. I can go on and on about the fact that many grading practices are outdated, ineffective, and do not adequately reflect what a student has learned. What I am referring to are specific strategies that keep kids focused on the task at hand while ensuring that his or her part in the learning process is completed. Some ways to accomplish this include assigning equitable roles to each individual student in a cooperative group, handing in an assignment, developing performance tasks where a product is created, or using digital tools in a way where every student can report out using his/her real name.

Feedback

Continuous feedback is essential on so many levels. It helps to justify a grade, establishes criteria for improvement, provides motivation for the next assessment, reinforces good work, and serves a catalyst for reflection. Blended learning strategies lend themselves to providing continuous feedback during class time, which in turn helps to keep kids on task. Keep in mind that it doesn’t have to be just a teacher to teacher pathway. Creating opportunities for learners to give each other peer feedback is just as valuable.

Assessment

I would be remised if I didn’t include this strategy.  Assessment determines whether learning occurred, what learning occurred, and if the learning relates to stated targets, standards, and objectives. For many learners knowing that they will ultimately be assessed based on the activities and tasks they have engaged in increases attentive behavior. A variety of strategies beyond traditional tests can be used, such as performance-based activities, portfolios, and rubrics.

The reality is that no matter how well you implement the above strategies, the chances are that a few students might still go off task.  I am a realist. It is extremely challenging, no matter how great the lesson is, to engage each and every learner. What I do know is that the strategies listed above will help to mitigate common issues that arise when technology is utilized in the classroom. So, what did I miss? Please share any other successful strategies that you have successfully implemented.

The Pedagogy of Digital Discussion

I wasn’t an overly confident student when it came to engaging in open conversations during class.  If one of my teachers posed a question, I only raised my hand if I was 99.9% sure that I knew the correct answer.  I guess you can chalk this up to the fact that I lacked a certain degree of confidence in my knowledge acquisition or the fact that I was a relatively shy student when it came to class participation. Perhaps it was a combination of both. There were other issues at play that impacted my level of engagement. Not only was I averse to answering questions, but I also rarely directed any to my teachers outside of a one on one conversation.  Discussions with my peers were limited to the rare occasion when a cooperative learning activity was planned.  Such was life in a classroom back in the day.

I often reflect on what my learning experience might have been like had my teachers had access to and used the many interactive tools that are available today to enhance classroom discussion. During every single workshop I facilitate, I have participants in both peer and randomly selected groups engage in face-to-face conversations on numerous question prompts. It is during this time that they get to share their ideas on the topic, discuss implementation strategies, reflect on what others have said, or provide positive reinforcement.  I am always inspired when I eavesdrop on these conversations. There is no substitute for real human interaction as this is the ultimate relationship builder.  After a set amount of time, they are then all asked to share their responses using one of many different digital tools. 

Let me take a step back now and share some insights on why classroom discussion is so meaningful. As I was researching for some solid pedagogical links, I came across this wonderful article that Todd Finley wrote for Edutopia titled Rethinking Whole Class Discussion. It is not only a great read but also what he cites aligns with the strategies that I described previously in this post.  Here is one piece that he shared:

Quality discussion, according to the University of Washington's Center for Instructional Development and Research, involves purposeful questions prepared in advance, assessment, and starting points for further conversations. Teachers are also advised to:

• Distribute opportunities to talk
• Allow discussants to see each other physically
• Ask questions that "may or may not have a known or even a single correct answer.”
• Foster learners talking to peers
• Encourage students to justify their responses
• Vary the types of questions

Below are some strategies to enhance classroom discussion. For even more research-based ideas click HERE. 

Research supports the importance of discussion when backed by the purposeful use of technology.  Smith et al. (2009) found the following:

When students answer an in-class conceptual question individually using clickers, discuss it with their neighbors, and then revote on the same question, the percentage of correct answers typically increases. Our results indicate that peer discussion enhances understanding, even when none of the students in a discussion group originally knows the right answer.

As a supplement to traditional discussion strategies technology can serve as a catalyst to increase engagement by getting more learners actively involved during lessons.  It can also take conversations to new levels of interactivity and expression.  There are so many great tools to choose from, but we have to be focused first on the improved outcomes that can result from purposeful use.  Digital discussion: 

• Allows creativity in responses (video, images, online research citations)
• Provides an avenue for open reflection
• Affords more learners an opportunity to answer and ask questions
• Better meets the needs of shy and introverted students
• Can extend conversations and learning beyond the traditional school day
• Welcomes participation from others beyond the brick and mortar classroom
• Can be used to show parents and stakeholders the learning that is taking place
• Works to create a culture grounded in trust and responsibility

Now that I have covered the many ways digital discussion serves as a sound pedagogical strategy, the next step is to begin implementing various tools into daily lessons and learning activities.  Some of my favorites include Mentimeter, Gsuite, GoSoapBox, Yo Teach!, and Padlet (check out the backchannel option). Many learning management systems (Google Classroom, Schoology, Microsoft Teams) have opportunities to facilitate digital discussion as well.  Harness the power of digital to take conversations to the next level while empowering both students and adult learners in the process.


Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N. & Su, T. T. (2009) Why peer discussion
     improves student performance on in-class concept questions. Science 323 (5910):122–24.

Is Technology Being Integrated Effectively?

In many cases, there seems to be a tendency to water down expectations when it comes to integrating technology.  During a recent presentation on digital pedagogy for deeper learning I asked attendees to discuss then share out on TodaysMeet how they were effectively integrating technology in their classroom, school, or district.  There was an emphasis on describing in detail what effective use of technology meant to them.  As the results poured in there were a few consistent responses that stood out. Most attendees flat out stated that they or their schools/districts were not effectively integrating technology. Others confessed that they weren’t sure what effective use constituted.  Many of the remaining responses centered on just a listing of tools that were being used as a measure of effectiveness. 

The question about effective use provides a great opportunity for all of us to critically reflect upon the current role technology plays in education.  There is a great deal of potential in the numerous tools now available to support or enhance learning, but we must be mindful of how they are being used. Take Kahoot for example. This tool is used in so many classrooms across the world to get students more engaged and add a level of fun and excitement to the learning process. However, most of the time the questions that students are asked to answer in a Kahoot are focused on the lowest cognitive domains and mostly multiple choice.  I have nothing against Kahoot and think it is a great tool that has a great deal of promise. My issue is how this tool, and many others, are utilized in the classroom. 

The burden of responsibility here lies with both teachers and administrators. In many cases, the engagement factor is emphasized over learning outcomes and actual evidence of improvement aligned to standards. I get that this is not the be-all and end-all, but nevertheless, it is important. It goes without saying that effective technology integration should inform instruction and provide feedback as to the level of conceptual mastery students demonstrate. Then there is the unfortunate practice of putting the cart before the horse where acquiring technology and getting it into classrooms takes precedence over improving instructional design.  In either case, for technology to ever live up to the lofty, and at times baseless, expectations that have been established we must take a more critical look at pedagogy. 

For many educators SAMR is the preferred model often associated with technology integration. It’s a catchy model and does have some value mostly in the form of what we shouldn’t be doing (substitution). Take a close look at the tech-centric language used in each category and ask yourself what does the SAMR model really tell you about the level of student learning? This is why I love the Rigor Relevance Framework as a means to ensure that technology is integrated effectively.  It provides a common language, constitutes the lens through which to examine all aspects of a learning culture (curriculum, instruction, assessment), and helps to create a culture around a common vision. 

Technology should be integrated in a way that increases engagement through relevance. As students are utilizing technology are they just applying it in one discipline? I am not saying this is a bad thing, but we must eventually move beyond this typical comfort zone when it comes to tool use. When integrating technology does the task allow students:

• to make connections across various disciplines and content areas?
• to solve real-world predictable problems?
• to solve real-world unpredictable problems?

The other aspect of this framework is the most important.  Are students working, thinking, or both? Successful technology integration is totally dependent on the level of questioning that is asked of our students.  This is why I always say that pedagogy trumps technology.  Think about the formative and summative assessments you either use or see in your respective role. Are students demonstrating high levels of cognitive thought? How do you know whether students have learned or not when integrating technology? What does the feedback loop look like? These are extremely important questions to ask as a teacher or administrator to determine the level of effectiveness. Check out this example to see how all the pieces (rigor, relevance, tech, assessment) come together to create a powerful learning experience).

The overall goal when integrating technology should be to provide opportunities for students to work and think. Another key strategy for successful integration is to use technology when appropriate. Technology will not improve every lesson or project, thus a focus on pedagogy first, technology second if appropriate with help ensure success. Many aspects of the Rigor Relevance Framework can be used to guide you in developing better questions as part of good pedagogy including:

• anticipatory set/do-now
• review of prior learning
• checking for understanding (formative and summative)
• closure

The most important aspects of pedagogy are assessment and feedback.  If technology (and innovation in general) is going to have a positive impact on learning, let’s ensure these areas are improved first. Then going forward always lend a critical eye to how technology is being used to address standards and inform instruction.

The Potential of Virtual Reality

Many educators, including myself, routinely talk about the need for innovation in education. If we continue to employ the same type of thinking then we will get the same or results. We also run the risk of taking a step backwards and experiencing worse results than anticipated.  Change isn’t coming; it is already on our doorstep! Thus we must begin to embrace new ideas and methodologies.  It can be concluded then that change is necessary in a digital world thanks to the exponential evolution of technology.  

We must begin to explore and implement innovative learning activities beyond isolated pockets of excellence.  Innovation in education can defined as creating, implementing, and sustaining transformative ideas that instill awe to improve learning. Technology not only awes, but it can also empower our learners in amazing ways. It’s time to start asking and focusing on the right questions. It is difficult for many educators, including myself, to keep up with the evolving digital landscape.  Being able to access information is only a start. When you think about it we are drowning in a sea of information. Access only matters if it is turned into new knowledge and action.

Lets now apply the elements of innovation, change, access, and knowledgeable action to the evolving technology of virtual reality.  Just a few years ago this type of technology was financially out of reach for the majority of schools across the world. Now, however, educators can provide access to an artificial world that consists of images and sounds that is affected by the actions of a student who is experiencing. Thanks to innovative products like Google Cardboard virtual experiences can be provided to students with just one smartphone and a $15 cardboard box outfitted with two lenses.  

There are so many educational experiences that students can engage in using Google Cardboard, the world’s most affordable VR headset. Teachers can bring lessons to life with Google Expeditions and take students on interactive, virtual field trips. Below is the description from Google:

Google Expeditions enable teachers to bring students on virtual trips to places like museums, underwater, and outer space. Expeditions are collections of linked virtual reality (VR) content and supporting materials that can be used alongside existing curriculum. These trips are collections of virtual reality panoramas — 360° panoramas and 3D images — annotated with details, points of interest, and questions that make them easy to integrate into curriculum already used in schools.

To get started and view a complete list of Google Expeditions click HERE. The benefit of VR and Cardboard is not limited to Google Expeditions. There is an array of free and paid apps available.  For a list of some free apps that can be utilized in the classroom click HERE.

The potential of VR lies well beyond just accessing and viewing information on a device such as Google Cardboard.  For an innovative learning activity such as this to have real value the information gleaned from the experience should be transformed into knowledge and action.  Take a look at the video below to see what I mean.

As the mother states, innovation saved her daughter’s life.  The doctors not only used VR and Google Cardboard, but they did these important steps:

• Accessed and collected vital information
• Converted information into new knowledge
• Used new knowledge to develop a solution and act

This example is the epitome of innovative learning.  It is my hope that we will move students well beyond just viewing and accessing information through VR technology and use the simple process above.  Actually, we need to lend a more critical eye to why and how technology is currently being used in education to veer away from surface level integration and substitution. The Rigor Relevance Framework provides great guidance on how to make this happen.

Finding the Right Tools

For technology to have an effective impact on student learning a solid pedagogical foundation needs to be in place. In my mind, pedagogy trumps technology and the importance of instructional design cannot be overstated. With this foundation in place the possibilities to empower students to take ownership over their learning and demonstrate conceptual mastery are limitless. Even if you are not a fan of technology it is hard to ignore the many benefits. As Donald Norman stated, “I'm not a fan of technology. I'm a fan of pedagogy, of understanding how people learn and the most effective learning methods. But technology enables some exciting changes.”  

Image credit: https://elearningindustry.com

Whether you are a technology fan or not, the key to success lies in our ability to integrate technology to support or enhance learning while providing students with skills that will prepare them for their future.  This can be a seamless process like reviewing prior learning, checking for understanding, closure, or formative assessment.  It can also be more elaborate where students select the right tool for the right task to construct new knowledge or authentically apply what they have learned. Either way technology provides an improved method to do both.

Once there is a clear vision and plan for integrating technology in the classroom, the next challenge for many educators and students alike is finding appropriate tools the align to the content, age group of the students, platform, standards, and budget. The good news here is that there are many go-to resources right at your fingertips to either help you in your classroom or to make recommendations to teachers if you are an administrator. Here are my three favorites:

1. Edshelf – The motto here is simple, yet powerful. Find the right educational tools for your needs. Edshelf represents a socially curated discovery engine of websites, mobile apps, desktop programs, and electronic products for teaching and learning. Click on search for the perfect tool and begin to narrow down your search by price, platform, subject, age, and category.
2. Graphite by Common Sense Media – A free platform that saves you time by making it easy to discover the best apps, games, and websites for the classroom. It contains thousands of edtech tool reviews and also allows you to browse by subject and standard. There is also an option to search teacher-created lesson plans.
3. Tech Tools by Subject and Skills – A fantastic resource created by EdTechTeacher that has curated resources by academic subject, topics, and learning activity. It is pretty straight forward and to the point, which is something that I think all can appreciate. 

Just knowing about all the latest tools and apps doesn't cut it. Technology will not transform education. Educators and students who utilize technology effectively will.  Focus on the why and then the how with the right tool for the right task. 

Ideas and Tools to Give Everyone a Voice

Whether during a class, meeting, presentation, or workshop it can be at times extremely difficult to give everyone a voice.  I remember as a teacher many years ago asking my students to raise their hands to respond to a question and even during Jeopardy-style review games had groups collaborate on their response. Undoubtedly this left many students out of the formative process. Later in my career, I was able to get my hands on a class set of dry erase whiteboards so that each student had a chance to respond. While this was definitely an improvement, issues still remained as to the depth of responses each student could provide as well as actively engaging the shyest students in the class.  Even as I moved to a leadership position the same challenge persisted during faculty meetings. Giving everyone a voice seemed like an insurmountable challenge.

As I have transitioned to a major role as a presenter, I initially experienced the same struggles listed above. Never could I have imagined giving twenty different educators a voice during a presentation let alone thousands. Well, technology has changed all that and regardless of your specific role you too can increase authentic engagement with your audience.  The best part is the variety of tools out there that are easy to use, allow for a diversity of answers, and are free (most that is). These collaborative tools can be used to:

• Make thinking and learning visible
• Check for understanding
• Review prior learning
• Close lessons
• Provide the means for others to pose questions 
• Allow large masses to openly respond and interact with each other
• Craft multimedia responses
• Collect perception data
• Backchannel a class or event
• Openly reflect and discuss
• Extend learning
• Brainstorm

In my opinion, the most beneficial aspects of available web-based technology are allowing anyone to improve formative assessment, feedback, and active engagement. There is really no excuse not to honor the voice of your respective audience, whether they are students or adults.  Even in situations where technology might be tight, cooperative groups can be utilized to reflect and then share out.  Below is a list of some of my favorite free tools (unless noted) that I integrate during my presentations along with a short description:

• Yo Teach! – Create your own room where people can respond to a question or reflect in 140 characters. This is a great tool to use for a backchannel.
• AnswerGarden – My new favorite tool! Use it for real-time audience participation, online brainstorming, and classroom feedback.  Responses can only be 20 or 40 characters.
• Mentimeter – Move over Poll Everywhere. Mentimeter is a great tool that allows you to poll your audience in a variety of ways. You can even create a presentation that has multiple polls.
• Padlet – A long time favorite of mine, which allows participants to respond using virtual Post-It notes. The beauty of this tool is that within each board responses can be text, video, images, or attached documents.
• Lino – An online web sticky note service that can be used to post memos, to-do lists, ideas, and photos anywhere on an online web canvas that is similar to Padlet
• Kahoot – A fan favorite of educators around the world. It is a free game-based learning platform that not only gives everyone a voice but also provides a fun way to do it.
• FlipGrid – Create grids of questions or topics using text or video and share your questions with whomever you like. Your audience then responds with recorded videos.

The ten tools listed above will allow you to empower your respective audience by giving them a voice and sometimes a choice as to how they want to respond. There are so many other tools out there that can be used in powerful ways to enhance learning and gather meaningful feedback.  Let’s use the power of social media to crowdsource even more examples. Please feel free to list other tools with a short description in the comments section below.

Musings on Leadership, Change, and #EdTech

As I am driving my SUV and family guinea pig from Staten Island, NY to Texas (more to come on this later) I took the opportunity, when my father was at the wheel, to peruse my professional Facebook page.  As I looked through my updates I noticed that I had posted quite a few quotes, ideas, thoughts, and opinions on leading change.  The idea then popped into my head that I should archive all of these in a blog post. Maybe some of you will find value in them (or maybe not). 

Image credit: http://writingontheweb.com/

Without further ado:

Don't prepare learners for something. Prepare them for anything. 

Negative people have a problem for every solution. Don’t let these people bring you down. Rise up and model a better way. 

All kids have greatness hidden inside them. It is the job of an educator to help them find and unleash it.  

Technology is not the key to transforming education…..educators are! 

Energy is precious. Spend it to make a difference. Don't waste it on constant indifference. 

Failure is often learning in disguise. 

We lead not to have people follow, but to inspire others to take action and unleash their own leadership capabilities. 

Blended instruction is what the teacher does with tech. Blended learning is where students use tech to have control over path, place, and pace. 

What you do today could very well transform the life of someone tomorrow. Never underestimate the potential of your actions to make a difference. 

A child who loves going to school typically loves to learn. That’s the type of culture we need to replicate. 

Learning for students needs to be REAL: Relevant, Engaging, Authentic, Lasting 

For so long we have learned to do. What we need now is the opposite; do to learn...especially in schools. 

It all comes down to relationships. Without trust there is no relationship. Without relationships no real learning occurs. 

Leadership is not a popularity contest. Make the tough decisions instead of trying to please everyone. 

The ability to move others outside their comfort zones begins with your own journey to do the same. 

Great leaders build capacity in others knowing full well that it takes more than one person to successfully implement change. 

A testament to true leadership is one's ability to not just initiate change, but also sustain it. 

If you don't tell your story someone else will. Digital leadership is about becoming the storyteller-in-chief to take control of your public relations and build a positive brand presence. 

Reach for the sky and experience your potential. Reach for the stars and discover unlimited potential. 

Success is achieved when you zero in on a goal with an undeniable focus and a determination to overcome an array of challenges. 

Real change comes from colleagues modeling expectations to others, not from those with titles. 

Respect is a fickle thing. It is not earned through opinion, talk, and putting down others, but rather example and action. 

Anyone can come up with ideas. Implementing them in a way that leads to efficacy is the hard part. 

If you truly believe a certain way is better put that belief into action to inspire others to change. 

Don’t just give opinions. Illustrate how your opinions have been implemented in some way to change educational practice. 

Mediocrity is a choice. So is choosing to get better each day. The choice is yours. 

Technology will not revolutionize education. Educators who effectively integrate technology to enhance and support learning will. 

Actions speak louder than words, sound bites, and rhetoric. Model for others and change will follow. 

Don't ask others to do what you won’t. 

Digital leadership is about working smarter, not harder, by enhancing professional practice with the assistance of technology. 

You can complain about the decisions made by someone else or take the initiative and make your own. 

As a leader if you are making students conform to your views and ideals about the structure and function of school without their input you have it all wrong. You work for them; it's their school, and most importantly their voice matters! 

Stop telling people what they need to do and instead take them where they need to be. 

Digital leadership is not an add-on or about giving one more to do. It is a natural compliment to the work school leaders are already doing. It is time to do what you do better. 

An idea is wasted if it is not acted upon leading to change in culture and/or practice. Instead of conformity, rules, and maintaining status quo schools need to focus on choice, ownership, and autonomy. 

Don't expect others to change professional practice if you are not modeling those same expectations. 

Engagement, relevance, and fun are great, but make sure there is observable evidence that students are learning when integrating technology.  

Change doesn’t always mean something new. Often it relies on a mindset shift to improve the initiative already in place. 

Leadership needs to be an active part of professional development by learning side by side with teachers.

The hardest challenge you will face is not changing yourself, but convincing or empowering your colleagues to embrace change. 

It is important to understand that words mean different things to different people and that’s quite ok.  

Don’t use the excuse of students going off task with mobile devices if you do the same thing in a setting where you shouldn’t. 

When building a shared vision and making important decisions impacting school culture make sure students have a seat at the table. 

It’s not our future we are preparing students for, but their’s. We can ill afford to prepare them for a world that won’t exist.

Engaging kids in a conversation about the value of school can and will pave the way to a brighter future. We need to listen, then act. 

Change does not result from speaking into a vacuum. Ideas and actions must extend well beyond social media and edtech cliques.

Never miss an opportunity to show gratitude or bestow kindness on another person. Small, selfless acts like these don’t take much effort, but can totally change the trajectory of other people and maybe even yours. 

You won’t find an effective leader who isn’t an effective communicator. 

          Admitting you don’t know something or need help is a sign of strength, not weakness.

I hope you enjoyed some of my thoughts based not only on observation but also practical experience implementing and sustaining change in schools. I now encourage you to add your thoughts below.

Turn Students from Passive Listeners into Engaged Learners with imakiku

The following is a sponsored blog post by imakiku.

Student engagement that leads to actual learning is the goal of any pedagogically sound lesson.  With that in mind have you ever pondered the following questions?

• What do the students think while in class?
• What are students interested in now？
• How do I know if they are actually learning?

These questions are a major concern for many teachers, as they want to know what the students think while in class. Advances in web-based technologies now offer teachers the ability to answer these questions in a more holistic manner. Today I introduce a new web browser based tool called imakiku, which is sure to enhance formative assessment in your classroom.

Imakiku enables real-time voting, posting, and survey capabilities through the use of smartphones, tablets, or laptops.  It is specifically optimized for these mobile devices. Simple, intuitive interfaces make everything easy for both teachers and students alike - from creating and asking questions, making comments, designing and completing surveys. You do not need extra devices. There is no software to download and registration is not necessary. Your students simply log in using the participation code that is provided.

The teacher goes to imakiku.com and prepares the questions.

Students go to sugukiku.com; login and participate.

It’s that simple!

For Teacher: imakiku.com

Here are some more detailed instructions for the teacher:

1. Before the class go to imakiku.com to create questions and topics for the students to respond to during the lesson.
2. As the class begins, ask the students to use the participation code to log in to sugukiku.com via their devices.
3. During the class the student responses will appear as bold informational graphics in real-time.

For Students : sugukiku.com

Instructions for the students are as follows:

1. As the class begins students login and participate during the class using their devices. 
2. During the class students answer the questions with “one click”. They can also submit comments and questions during the class, which the class can see and “vote” on.

You can access a free trial until 12/31/2015 for general use.  For readers of A Principal's Reflections the trial is free until 3/31/2016 by using a special code. Visit imakiku, click on the orange sign up button, copy and paste this code in the promotion box: 20150505_ZVMQODFJSA

After you give imakiku a try, please send your comments/feedback to contact@tenmondo.com. They will then better develop imakiku to reflect your feedback. 

Once you grasp what your students think in real time, you can begin to develop even better lessons and learning activities based on their feedback.  Students will feel more respected when afforded the opportunity to demonstrate their learning in real-time, thus increasing their active engagement.  It will enable your class to keep concentration and motivation high. Above all, your students are more likely to enjoy taking your class.

Give imakiku a try and turn your students from passive listeners into engaged learners.

Visit imakiku’s website to learn more!

Engagement Does Not Always Equate to Learning

No matter where I am, whether it is a physical location or virtual, I am always hearing conversations about how technology can be used to effectively engage students.  This is extremely important as the majority of students spend six to eight hours a day in schools where they are completely disengaged. I for one can’t blame today’s learner for being bored in school when I all have to do is observe my own son at home playing Minecraft to see firsthand his high level of engagement.  His Minecraft experiences provide meaning and relevance in an environment that is intellectually stimulating but more importantly fun. Schools and educators would be wise to take cues from the real world and make concerted efforts to integrate technology with the purpose to increase student engagement. Engagement, after all, is the impetus for learning in my opinion.

Let’s take a closer look at defining what engagement really means from the Glossary of Education Reform:

"In education, student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education. Generally speaking, the concept of “student engagement” is predicated on the belief that learning improves when students are inquisitive, interested, or inspired, and that learning tends to suffer when students are bored, dispassionate, disaffected, or otherwise “disengaged.” Stronger student engagement or improved student engagement are common instructional objectives expressed by educators." 

The last line in the description above elicits a great deal of concern for me.  With or without technology, there always seems to be a great deal of emphasis on student engagement, but the fact of the matter is that engagement does not necessarily equate to learning.  I have observed numerous lessons where students were obviously engaged through the integration of technology, but there was no clear indication that students were learning.  Having fun, collaborating, communicating, and being creative are all very important elements that should be embedded elements of pedagogically-sound lessons, but we must not lose sight of the importance of the connection to, and evidence of, learning. Thus, students can walk away from a lesson or activity having been very engaged, but still walk away with very little in the form of new knowledge construction, conceptual mastery, or evidence of applied skills. When speaking at events I often ask leaders and teachers how they measure the impact of technology on learning. More often than not I receive blank stares or an open admission that they have no idea. The allure of engagement can be blinding as well as misleading.

It is so important to look beyond just student engagement when it comes to technology. If the emphasis is on digital learning we must not get caught up in the bells and whistles or smoke and mirrors that are commonly associated with the digital aspect alone. Engagement should always translate into deeper learning opportunities where technology provides students the means to think critically and solve problems while demonstrating what they know and can do in a variety of ways. Technology should be implemented to increase engagement, but that engagement must lead to support, enhancement, or an increase in student learning. It should not be used as a digital pacifier or gimmick to get students to be active participants in class. With technology there should be a focus on active learning where students are doing.

Here are some questions that will assist in determining if engagement is leading to actual learning:

• Is the technology being integrated in a purposeful way grounded in sound pedagogy?
• What are the learning objectives/outcomes?
• Are students demonstrating the construction of new knowledge? Are they creating a learning product/artifact?
• How are students applying essential skills they have acquired to demonstrate conceptual mastery? 
• What assessments (formative, summative) are being used to determine standard attainment?
• How are students being provided feedback as to their progress towards the specific learning objectives/outcomes?
• Is there alignment to current observation/evaluation tools?

Engagement, relevance, and fun are great, but make sure there is observable evidence that students are learning when integrating technology. N

How Digital Tools Improve Teaching and Learning

Adapted from an article I co-authored, Real-World Ready: Leveraging Digital Tools

Digital tools are transforming essential elements of the education space. Understanding how they are impacting teaching and learning will help guide your consideration of which tools are useful and how to best implement them. 

Image retrieved from https://l2lbyte.wordpress.com/learning-videos/

Currently, online tools....

1. Increase collaboration: Just as social media has given rise to new definitions of community, digital tools are transforming community and the give-and-take between students and teachers. Platforms for web-based discussion threads and creation of course or class wikis alter the types of student involvements in project-based and writing-specific assignments. A piece of student writing can become a diverse and substantive document when it is the basis for a step-by-step exchange of ideas and questions between teacher, peers, authors, and mentors. When digital tools are integrated in a pedagogically sound fashion they also promote and enhance other essential skills sets such as communication, creativity, critical thinking, problem solving, digital literacy, entrepreneurship, global awareness, and digital responsibility/citizenship.
2. Innovate assessment: As formats and contexts for assignments evolve, the methods of assessment has had to keep pace. The openness of the online environment and the integration of such things as game attributes, shape all kinds of assessment, especially formative assessment, which measures learning progress (not only endpoints in learning). 
3. Enable learning about information and research: Research projects will always require substantive research, accurate and relevant synthesis, and defined audience-oriented approaches. However, in an information-saturated world, students are drawing on tools that help them analyze and understand multiple representations from a range of disciplines and subjects, such as texts, data, and photographs.
4. Transform time-frames around learning: In many instances, digital tools offer an asynchronous (not simultaneous) environment for response and inquiry not present in brick-and mortar environments. Written and video discussions online can enable diverse views, opportunities for collaboration, and time to think and plan before responding in ways that in-class discussions do not provide. This is true for both online classrooms as well as “blended” classrooms, those integrating online and digital tools into a traditional learning setting.
5. Ownership of learning: According to John Dewey, the type of activities that stimulate real involvement "give pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking, or the intentional noting of connections; learning naturally results".  There are thousands of free digital tools available that promote the art of doing.  Students can now pick the best ones in order to create an artifact that demonstrates conceptual mastery through the construction of new knowledge as well as the acquisition and application of essential skill sets.  The process of choice increases engagement, authenticity, and ultimately more value in the learning process. Unleash the power of digital tools and empower students to take ownership of their learning.

By no means is this list exhaustive. With that being said, what would you add? How do you see digital tools transforming teaching and learning?

The Drivers of a Successful BYOD Initiative

Technology seems to be more accessible that ever before.  It is common to walk into a typical household these days and see a variety of devices being charged. One of the first things I look for when I go to a friend’s house is whether or not any charging cables are readily available in case I need one.  Even when we entertain guests I will go to charge my iPhone and find that someone has already commandeered my charger, much to my chagrin.  Many other people regularly take some sort of charging apparatus with them wherever they go.   Access to technology is by no means isolated to only adults.  As devices have become more affordable over the years, parents have bestowed a variety of mobile technologies upon their children.  We really are living in a digital age.

As a result of the advances in technology and an increase in Wi-Fi access, schools have slowly begun to respond to this trend.  The realization now is that many students possess devices and it only makes sense to harness and leverage their immense power. For many, even the most stubborn school districts that have fought this trend for years have begun to change course.  All one has to do is look to the largest school district in the United States, the New York City public school system, to see that they have just lifted a ten year ban on students bringing their cell phones to school.  The potential is there for schools and educators to empower students to take more ownership of their learning.  This has resulted in a growing trend of Bring Your Own Device (BYOD) initiatives being adopted.  This has been the preferred option as opposed to 1:1 initiatives due to overall cost.  However, many schools and districts that have adopted BYOD have done so without proper planning and support.

The overall goal of any BYOD initiative should be to support and enhance student learning.  It should not be implemented as a way to just pacify students by allowing them to use their devices only during non-instructional time or to eliminate discipline issues. Don’t get me wrong, I believe that these are two important outcomes of BYOD, but firmly believe that student-owned devices in school have to be aligned to learning outcomes first and foremost.  Other important outcomes on behalf of the student include increasing productivity, conducting better research, becoming more digitally literate, and developing into a digitally responsible citizen. BYOD begins with trusting and respecting students.  The fact remains though that the cart is too often placed before the horse.  A rash decision is made to go BYOD without a sound rationale for how it will impact student learning.   The following are key drivers of a successful BYOD initiative:

1. Infrastructure – Herein lies a common pitfall for many schools/districts that implement BYOD. Before going any further it is pivotal to ensure that the plumbing can withstand the stress of mobile technologies accessing the Wi-Fi network.  You need to expect that there will be more devices connected to the network on a given day than there are students.  Not only will some students bring in more than one device, but you have to account for staff member access as well.  There is nothing worse than developing and implementing a lesson that integrates mobile learning devices than to have the Internet slowed down to a snail’s pace. Or even worse, the network crashes or begins to negatively impact teachers and students using school-owned mobile technology.
2. Shared Vision – This is extremely important, as you will have staff and community members on both sides of the fence.  Before going full steam ahead with BYOD, gather key stakeholders to establish a shared vision that includes rationale, goals, expected outcomes, expectations, and means to assess the effectiveness of the initiative.  Central to a BYOD vision is a consistent focus on student learning.
3. Strategic Plan – The shared vision that is created by all stakeholder representatives, including students, will drive a plan for action.  As is the case in any successful initiative, sound planning is imperative.  During the planning process one must consider community outreach, budget allocations to improve existing infrastructure, policies, professional development (teacher and administrator), student trainings, and evaluation procedures (i.e. How do I know that this is impacting student learning?). Sound pedagogy must be at the heart of any BYOD initiative. To assist in this area check out these mobile learning frameworks.                                                                                                                                                                                                                                                                   
   
                                                                                                                                                            
4. Policy Development – Part of the strategic planning process will be to develop policies and procedures relating to BYOD.  It is important that the resulting artifacts are not too overbearing and afford students the opportunity to be trusted and empowered to take ownership of their learning.  A sound policy addresses Wi-Fi login procedures, a focus on learning, acceptable use, equity, and absolving the school of any liability for lost, stolen, or broken devices.   
5. Professional Development – As I work with schools and districts across the country on BYOD initiatives, I can honestly say that this is one area where mistakes are made. Teachers need proper support in terms of developing pedagogically sound lessons, designing assessments aligned to higher standards, exposure to web-based tools and apps that cater to BYOD, ensuring equity, and developing classroom procedures.  Prior to rolling out a school or district-wide BYOD initiative, teachers should know full well what the outcomes are as articulated in the shared vision and have a set of tools and instructional strategies that can be used on the first day. Another key to success is ongoing professional development to provide teachers with additional strategies and ideas so that devices are used to support learning.  In addition to teachers, leaders also need professional development in regards to the observation and evaluation process. They are the ones after all that have to make sure that mobile devices are being used properly to support learning while addressing higher standards.  Before implementing BYOD as a school or district make sure professional development has been provided to teachers and administrators. 
6. Student Programs – Students themselves need a form of professional development on the expectations and outcomes of device use.  Successful initiatives contain an embedded component that includes educational programs for students before a BYOD initiative is rolled out and ones that are continued each year.  These programs, which can be held once in the beginning of the school year, focus on how devices should be used to support learning as well as digital responsibility.  As principal, I held annual assemblies in the early fall for each grade level, which focused on cyberbullying, creating positive digital footprints, and the tenets of our BYOD program.  The end result was that our students embraced the shared vision and device use was more focused on learning than off-task behavior. We were also in a better position to give up control and trust our kids.
7. Budget allocations - Although BYOD initiatives are a cost-effective means to increase student access to technology in school, there are solutions available to help streamline teaching and learning devices.  ClassLink Launchpad is a fantastic learning management system (LMS) that can be purchased to deliver a uniform experience across all devices in order to assist with the teaching and learning. With ClassLink students and teachers can access a customized dashboard that is pre-loaded with a variety of tools that are used on a regular basis. Some teachers have even used it to help transform their classroom to paperless environments.

By focusing on these drivers BYOD can be implemented successfully in your school or district with the primary focus being on student learning. For the latest BYOD resources and tools check out this Pinterest board. Please consider sharing your thoughts on the advantages and perils associated with BYOD. By openly discussing both sides of the issue we can crowd source the best set of drivers to ensure BYOD success.

It's Elementary When it Comes to #EdTech

As a practitioner I am always looking to learn how to better assist educators at all grade levels.  Superintendent Scott Rocco provided me with a great opportunity to not only work with teachers in his district, but to also push me outside my comfort zone, which has always been secondary education.  In my position as K-12 Director of Technology Integration and Innovation in the Spotswood School District, I am assisting with the district’s transition to Google Apps for Education (GAFE) as well as working with teachers on the effective integration of technology.  Our goal is the purposeful integration of technology to support or enhance learning.  We not only want students engaged, but also want to see evidence of learning aligned to high standards as well as the development and application of essential skill sets.

Image credit: http://www.cdtl.nus.edu.sg/technology-in-pedagogy/imgs/left-img.jpg

The other day I had the unique challenge and opportunity of working with elementary teachers in the Spotswood School District. This was a particular challenge as the teachers of this particular school serve students in only grades pre-kindergarten, kindergarten, and first.  The goal was simple, to introduce and train them on some age appropriate technology tools while identifying natural pedagogical fits.  To accomplish this I had to quickly familiarize myself with some new tools. I had a few in my toolbox, but needed more. So I did what I have been doing for the past five years and that was submit a query to my Personal Learning Network (PLN) using Twitter and Google+. 

Within minutes I was bombarded with so many new tools.  As I started to look them up I quickly realized I had to revise my query, as I was not specific enough. The teachers I was working with only had access to a laptop cart, thus apps that had to be downloaded on a device were not an option. Within minutes I received new recommendations and I took a few minutes to learn how to use each new tool. Due to the intuitive nature and ease of use, this did not take much time at all.  At the meeting later that day I introduced each of the tools to the group and noted which ones did not require student access to a computer. Each demonstration was then following by a quick discussion on the natural pedagogical link and possible learning activities.  Below is the list of tools presented:

• Padlet - Create an online wall of virtual, multimedia post-it notes with your students
• Kahoot - game-based digital pedagogy  
• Plickers – No tech, no problem! Download and print cards for free; make sure you also download the free app on your phone
• Little Bird Tales - digital storytelling in the primary classroom
• Build Your Wild Self - creative design application that is great for writing prompts
• AWW - a web whiteboard - a free, online whiteboard to foster creativity
• edshelf - search for web-based tools by age, subject, platform, and category 

After just thirty minutes the group of passionate educators I worked with were now equipped with a new set of tools that they could begin to immediately implement as part of their lessons the next day. The added benefit for me as a result of this training is that I learned about an array of new tools to better assist elementary teachers with technology integration in Spotswood and beyond as I work with educators across the globe.  What web-based tools that can be accessed through a browser would you add to this list? Please share in the comments section.

#SaveEdShelf

I was recently notified by William Jenkins that EdShelf announced it will be ceasing trading at the end of this month. However, as this has been a popular resource with users a teacher called Alicia Leonard has launched a #SaveEdShelf campaign. This is a model that I have been trying to establish in the UK and progress has also been slow. Therefore, I wanted to show my support for Alicia’s campaign and published this post “Don’t Leave EdTech Startups Sitting on the EdShelf”.  Edshelf's mission is to make a positive impact in the world by making education more efficient and effective. They strive to enable educators to do what they do best, teach and inspire.  Edshelf is a directory of websites, mobile apps, and desktop programs that are rated and reviewed by parents and educators, for parents and educators. They help us find the right educational tools for our specific needs.

It is my hope that this post will empower you to take a moment to log onto EdShelf and review some products to see if an increase in traffic might generate some investor inquiries for this start-up. Please feel free to share details of this campaign with any other education contacts you may have in your network. I hope that you have found this update useful and will be able to take a few moments to review any EdTech products that you use and pass details of #SaveEdShelf on to others.

Twitter as a Tool For Academic Discourse

New Milford High School teachers Jessica Groff and Joanna Westbrook created a Common Core aligned English Language Arts (ELA) task that incorporated Twitter into their unit on Julius Caesar and built on content  authentic to the Shakespeare's history play – i.e. social media re-purposed with and for academic discourse. To accomplish their goal, these teachers began with an informational text on the history of the Roman Forum to ground their use of social media in historical discourse and academic content. This step gave students a context and purpose for using Twitter with this particular play and in this particular way.  In addition, the teachers worked with students to reverse engineer the rhetoric of Twitter and generate a list of the type of tweets students see currently in their daily lives. As a result,  students had more than one reference point and more than one access point to literacy content, something of primary importance to the in-class support (ICS) teacher collaborating with this team, Lorraine Montecuollo. 

Image credit: http://edtechreview.in/images/Daily/E-Learning/twitter_learning_tool.jpg

Next, the team worked with the Digital Media Specialist, Laura Fleming, to find a way to help students use memes to improve the content of their tweets. They used Mozilla Webmaker tool called Mozilla Thimble to create memes that allowed both the tech-savvy and non-tech savvy to present their visuals in a more professional manner, while bringing visual clarity, some humor, and some creativity to their responses. Finally, the results of this project illustrate that the social aspect of this project is important. Students not only interacted with one another in class, but also with students in other classes, as Twitter opened up their ideas to a wider audience.