This Summer I taught a class on the basic principles of flipping the classroom. We discussed many of the advantages, as well as tips for producing videos. 24 teachers signed up for the workshop prior to the end of the school year. Realistically I expected less than half to show up because it was scheduled for July and many would be unwilling to give up their vacation time. I was pleased when 18 showed up and was even more excited to see the enthusiasm they had for the topic.
As we worked through the class, there were teachers from all areas: language arts, science, math and even art and music. They were so full of questions that I wondered how many would follow through with the concept.
As the year started, I found that my son's art teacher, who had attended the class, had sent home a letter with a pass code for edmodo. In her letter she told us that her class would be a little different this year, as she would be flipping her classroom.
Another teacher who had attended the workshop had been flipping since last spring in his college course and had made plans to flip his high school math classes. He an I talk quite frequently and he had passed on a few stories of fellow faculty members who commented that flipping would never work.
From watching these two teachers I have found that there are definite rewards that come from flipping, as well as a few misconceptions.
Misconception #1: the kids won't watch!
One comment I have heard many times is that the kids aren't any more likely to watch the videos than they are to listen in class. On the contrary, kids seem very interested and intrigued by the idea of being able to watch and pause the videos so they can take notes on concepts they would normally miss in a fast paced lecture. Additionally, both our art teacher and math teacher state that parents are watching. Parents that came to back to school night said they were watching with their kids because they said it helps them help their kids.
Misconception #2: students won't work any harder in class.
In a conversation from today, our math teacher commented that in the past (pre-flip days) he would have many kids who never turned in homework (even if it was for a completion grade). Now after flipping, he says he has tons of grading to do over the labor day weekend. More kids are comprehending and since they have hands on time with peers and their teacher, they are producing more work.
Misconception #3: Grades won't improve.
When comparing the first week of quiz averages from last year to this year, our math teacher pointed out a marked improvement. Last year's quiz average for the first week was in the 60 range. This year his average is in the 90 range. Granted, this is a different batch
of students from last year, but this is a pre-calculus class covering some very abstract concepts. The sharp increase is something difficult to ignore.
With these three misconceptions, one has to understand that simply making videos and posting them didn't create the change. There is a great deal of dedication, teaching and practice involved in making the flipped classroom work. But the fruits of those labors are worth it in this Common Core world.
- Posted using BlogPress from my iPhone
Social Media Links
Showing posts with label disruptive innovation. Show all posts
Showing posts with label disruptive innovation. Show all posts
Jul 9, 2012
If Students Loved Learning
This is a repost of an article I wrote over a year ago on The Eighth Floor Ning. I think it lends itself to the current discussion on Flipping the Classroom since it discusses a change in traditional classroom teaching. I was recently asked if kids are watching video lectures as homework, what do I do with them during the class period in the day other than the same homework they would have done at night. In terms of the math classroom, this is one answer. . .
If students loved learning, what would it look like? Think back to the days when you were a high school student. Think of the classroom moments you remember the most. Why do you remember them? Was it because they involved some spectacular word problems? Was it because you remember writing some awesome lab procedures? Probably not. The moments you remember the most probably involved a teacher that helped you understand concepts in a way that was meaningful to you, and it most likely didn't involve rote memorization or unrealistic examples to get a point across.
I've been thinking about what those moments really reveal about learning and finding out the answers on our own. Most of these internal conversations were started by an article about Dan Meyer in Ed Week. Dan Meyer is a math teacher at San Lorenzo Valley High School in California. He has developed a wonderful approach to get students interested and involved in math. If you've never heard of him, watch the video below, read the article from Ed Week, or check out his blog. If students loved learning, it would look like this...
Hopefully watching him at work doesn't turn your stomach as you think about changing your teaching style. Instead, I hope you feel empowered to make learning more interesting and fun for your students. As I have analyzed my teaching style over the past few years, I have come to the realization that I don't teach they way I learn. If I were teaching an audience made up of 30 of "me", then I think my approach would be drastically different. Here's a thought...if you as a student would be bored with you, think about what you would change. Think about it.
If students loved learning, what would it look like? Think back to the days when you were a high school student. Think of the classroom moments you remember the most. Why do you remember them? Was it because they involved some spectacular word problems? Was it because you remember writing some awesome lab procedures? Probably not. The moments you remember the most probably involved a teacher that helped you understand concepts in a way that was meaningful to you, and it most likely didn't involve rote memorization or unrealistic examples to get a point across.
I've been thinking about what those moments really reveal about learning and finding out the answers on our own. Most of these internal conversations were started by an article about Dan Meyer in Ed Week. Dan Meyer is a math teacher at San Lorenzo Valley High School in California. He has developed a wonderful approach to get students interested and involved in math. If you've never heard of him, watch the video below, read the article from Ed Week, or check out his blog. If students loved learning, it would look like this...
Hopefully watching him at work doesn't turn your stomach as you think about changing your teaching style. Instead, I hope you feel empowered to make learning more interesting and fun for your students. As I have analyzed my teaching style over the past few years, I have come to the realization that I don't teach they way I learn. If I were teaching an audience made up of 30 of "me", then I think my approach would be drastically different. Here's a thought...if you as a student would be bored with you, think about what you would change. Think about it.
Jun 27, 2012
ISTE 2012: Pirates of the Class-I-Wanna-Be-In ~ The Journey to Paper's End
I loved this presentation! From the start, it was very entertaining. The presenter, Captain IO, was clad in pirate costume and brought on the full effect with an authentic pirate accent! Aargh!
The focus of this workshop was on the paperless classroom and use of mobile devices. He poses the idea that a trained "tech pirate" can find most anything:
Pull media
Pick out images
Snag shared fair-use resources
Collaborate with others
Acquire inspiration and creativity
If going paperless, Cap'n IO mentions that you have to get yer stuff from somewhere! Creating a site to put things out on the web was necessary. His choice was dreamweaver, weebly, and wix. Weebly and Wix provided a user friendly drag and drop interface for teachers who didn't feel savvy enough for dreamweaver.
He says you also need a means of assessment, content absorption, and expression. In other words, testin', learnin', and creatin'! The key is to go around the HMS Admin. that thar was a boat to avoid! Rough waters ahead he says (ya feelin' how cheeky this presentation was?).
His setup meant that he totally threw out all paper. And aside from his website, he had a teacher workstation, student owned devices, a projector, and a few other peripherals.
Keeping the attention of the kids was a problem, but he says it can be easy. What with all the activities, parent meetings, sports events,and tutoring sessions ( sound familiar), he had to keep their attention. But he needed machines. He had enough machines (rebuilt, borrowed, hijacked) to create a 2:1 ratio. Even though it wasn't 1:1 it wasn't bad. He even had a kid that brought in a PS3 because it had wifi and could get on the net. Anything to get them wired. And the techs didn't quite love it.
They complained about the hodge-podge of machines and the nightmare created by the mix. But no matter how old it was, once he reached the satisfaction of making it work, the key was it worked.
Turning in work came down to emailing assignments. Gmail was what he used. He had now entered Googledom. He had one gmail address, one site, per class.
For grading and assessment, he used Quia.com. He never had to grade homework, but he could track mastery and understanding of content.
"Thar still be big problems"
The desire would be to have a 1:1 environment, but sometimes that doesn't happen. And kids get lost and sucked in by the "Fracken" (Facebook) or other distractions. And when not all kids are working on the same device and same format, you get assignments turned in in so many formats (.doc, PDF, works, ppt, etc...) that it can be frustrating. Also, where do they take notes? How do you know the work is authentic? So rather than have them do all the work outside, it was done in class, by hand on paper; their own, not the schools. But by flipping it in this way, their understanding transformed.
But this wasn't paperless! He still depended on the kids to buy theme books for writing. Argh! There be no papers end!
"But thar be a place!"
A place called Tabletonia! They headed in to Tabletonia and found Everything he had created could be ported through one device with a battery that would last all day. But flash became a problem, as when he created his videos with Camtasia, they couldn't be viewed on iPads. But he found if when creating links, he linked to the video instead of the site, they indeed could be viewed on iPads!
As well, the iPad allowed students/teachers to record, edit, use special effects, create, and export items on one device. And rather than spend tons of dollars on graphing calculators, he used the $0.99 calculator on the app store.
Apps provided a way so that notes could be handwritten, PDF could be converted to word and back, comments could be written, and it was paperless! Try Notability. Notes can be created by hand and emailed from within the app. And in PDF format. Everything could be converted and handed in via the PDF format. You can also record. Great value.
If you want more about this great speaker go to http://templeeduneering.com/ISTE/x.html
Print out a poster of his material for your classroom.
- Posted using BlogPress from my iPad
The focus of this workshop was on the paperless classroom and use of mobile devices. He poses the idea that a trained "tech pirate" can find most anything:
Pull media
Pick out images
Snag shared fair-use resources
Collaborate with others
Acquire inspiration and creativity
If going paperless, Cap'n IO mentions that you have to get yer stuff from somewhere! Creating a site to put things out on the web was necessary. His choice was dreamweaver, weebly, and wix. Weebly and Wix provided a user friendly drag and drop interface for teachers who didn't feel savvy enough for dreamweaver.
He says you also need a means of assessment, content absorption, and expression. In other words, testin', learnin', and creatin'! The key is to go around the HMS Admin. that thar was a boat to avoid! Rough waters ahead he says (ya feelin' how cheeky this presentation was?).
His setup meant that he totally threw out all paper. And aside from his website, he had a teacher workstation, student owned devices, a projector, and a few other peripherals.
Keeping the attention of the kids was a problem, but he says it can be easy. What with all the activities, parent meetings, sports events,and tutoring sessions ( sound familiar), he had to keep their attention. But he needed machines. He had enough machines (rebuilt, borrowed, hijacked) to create a 2:1 ratio. Even though it wasn't 1:1 it wasn't bad. He even had a kid that brought in a PS3 because it had wifi and could get on the net. Anything to get them wired. And the techs didn't quite love it.
They complained about the hodge-podge of machines and the nightmare created by the mix. But no matter how old it was, once he reached the satisfaction of making it work, the key was it worked.
Turning in work came down to emailing assignments. Gmail was what he used. He had now entered Googledom. He had one gmail address, one site, per class.
For grading and assessment, he used Quia.com. He never had to grade homework, but he could track mastery and understanding of content.
"Thar still be big problems"
The desire would be to have a 1:1 environment, but sometimes that doesn't happen. And kids get lost and sucked in by the "Fracken" (Facebook) or other distractions. And when not all kids are working on the same device and same format, you get assignments turned in in so many formats (.doc, PDF, works, ppt, etc...) that it can be frustrating. Also, where do they take notes? How do you know the work is authentic? So rather than have them do all the work outside, it was done in class, by hand on paper; their own, not the schools. But by flipping it in this way, their understanding transformed.
But this wasn't paperless! He still depended on the kids to buy theme books for writing. Argh! There be no papers end!
"But thar be a place!"
A place called Tabletonia! They headed in to Tabletonia and found Everything he had created could be ported through one device with a battery that would last all day. But flash became a problem, as when he created his videos with Camtasia, they couldn't be viewed on iPads. But he found if when creating links, he linked to the video instead of the site, they indeed could be viewed on iPads!
As well, the iPad allowed students/teachers to record, edit, use special effects, create, and export items on one device. And rather than spend tons of dollars on graphing calculators, he used the $0.99 calculator on the app store.
Apps provided a way so that notes could be handwritten, PDF could be converted to word and back, comments could be written, and it was paperless! Try Notability. Notes can be created by hand and emailed from within the app. And in PDF format. Everything could be converted and handed in via the PDF format. You can also record. Great value.
If you want more about this great speaker go to http://templeeduneering.com/ISTE/x.html
Print out a poster of his material for your classroom.
- Posted using BlogPress from my iPad
ISTE 2012: Classroom Flipping - How We Did It
http://youwillflip.pbworks.com
This morning I am attending a workshop on flipping the classroom at ISTE 2012. Never hurts to get all the additional info you can. This morning's presenters are Rebecca Evans and Kate Kanach.
If you haven't heard of flipping the classroom, it's not actually a new concept, but it has taken on a life of its own in the past two years. I have posted several articles on it in the past. If you want to check them out, check the tags at the left.
Flipping the classroom entails changing your traditional lectures to a video format and posting them online as homework. Then face to face classroom time can be used to focus on hands on activities, practice, and guided instruction through inquiry. Think Salman Khan (Khan Academy) for homework, and homework as classwork. That's an extremely simplified view, but hopefully you get the picture.
Back to our presenters, one of the things they stressed in their presentation is that some statistics show that student test scores go up in the flipped model of instruction. They also point out that flipping encourages teamwork and 21st century skills, as students work in teams more frequently, and utilize more technology skills. The caveat to this, they say is that some teachers are Leary of this modl because they are no longer the center of attention. It does take you off center stage. But remember: it's not about you, it's about the kids.
If you check out their website, they have provided a wealth of articles and resources. They provide examples of how they have setup their classroom, and provide a sample unit so teachers can see and understand the flow of a flipped lesson. Something they have done, and what needs to be pointed out here is that the "homework" doesn't always have to be a video, it can be a Prezi, a PowerPoint, or other interactive content. They use Edmodo to post their lessons and questions.
When doing class in this manner, you have to realize that student projects will build interpersonal skills and will allow students more variety in the ways they produce work. As they do work, they will be there with you and they will have the benefit of your help. Likewise, you will benefit by being able to observe them at work.
The presenters also pointed out something I feel is important. It is not always necessary or proper to flip every lesson. But it will work with most things. Also, check out "Flip Your Classroom" from ISTE. This book provides a great deal of insight from flipping pioneers Bergmann & Sams.
- Posted using BlogPress from my iPad
This morning I am attending a workshop on flipping the classroom at ISTE 2012. Never hurts to get all the additional info you can. This morning's presenters are Rebecca Evans and Kate Kanach.
If you haven't heard of flipping the classroom, it's not actually a new concept, but it has taken on a life of its own in the past two years. I have posted several articles on it in the past. If you want to check them out, check the tags at the left.
Flipping the classroom entails changing your traditional lectures to a video format and posting them online as homework. Then face to face classroom time can be used to focus on hands on activities, practice, and guided instruction through inquiry. Think Salman Khan (Khan Academy) for homework, and homework as classwork. That's an extremely simplified view, but hopefully you get the picture.
Back to our presenters, one of the things they stressed in their presentation is that some statistics show that student test scores go up in the flipped model of instruction. They also point out that flipping encourages teamwork and 21st century skills, as students work in teams more frequently, and utilize more technology skills. The caveat to this, they say is that some teachers are Leary of this modl because they are no longer the center of attention. It does take you off center stage. But remember: it's not about you, it's about the kids.
If you check out their website, they have provided a wealth of articles and resources. They provide examples of how they have setup their classroom, and provide a sample unit so teachers can see and understand the flow of a flipped lesson. Something they have done, and what needs to be pointed out here is that the "homework" doesn't always have to be a video, it can be a Prezi, a PowerPoint, or other interactive content. They use Edmodo to post their lessons and questions.
When doing class in this manner, you have to realize that student projects will build interpersonal skills and will allow students more variety in the ways they produce work. As they do work, they will be there with you and they will have the benefit of your help. Likewise, you will benefit by being able to observe them at work.
The presenters also pointed out something I feel is important. It is not always necessary or proper to flip every lesson. But it will work with most things. Also, check out "Flip Your Classroom" from ISTE. This book provides a great deal of insight from flipping pioneers Bergmann & Sams.
- Posted using BlogPress from my iPad
Jun 26, 2012
#ISTE12 Technology Tools and Differentiation
How do you use graphics, photos, etc...to draw interest and bring together an idea? This morning I attended a presentation on Dynamic Differentiation & Digital Age Learning by Annette Lamb in which she answered that question. Using technology, we can address the differences in our students. Technology can help us focus on the needs of groups in our classrooms. Technology can help achieve readiness, develop interests, and provide choice. Technology can do this by adding visuals, auditory components, and writing.
For instance, if a child has problems in an area such as writing or typing, an iPad can help a child as it provides a way to record and transcribe thoughts. But as well, technology can help students relay ideas or understand content through rich visual content which can attract student interest.
Create a bridge between media by connecting a reader to video or online content related to a book they are reading.
The example Annette uses is that Graeme Base, author of The Jewel Fish of Karnak has recorded youtube video commentary on his book. The online content creates an extension which can't drive student interest. Weaving these experiences and extensions together can become important.
But not all media are this rich in related content. As a result, we as educators need to work together to share resources or seek out those who have connections to content online. If something isn't available, build it yourself!
One way to turn kids on to reading is to use google as a starting point. Have a child search for a book, and read a synopsis or first few pages of a book before going to the library to check it out.
To generate interest in global topics, use the web to do a search on videos, visuals, etc... For example, on a discussion of Egypt, have them refer to sites suggested by Google to help them understand that Egypt is a real place and find out what it looks like.
Use fun tools to help them conduct their search:
-Student made tools, maps, books, artwork can be overplayed over existing content to draw a comparison. Have kids make their own map of Egypt and compare it to the real thing on google maps.
-iPad apps can help immerse students in new content. D a search for apps related to your subject.
- do a search for student work created by others and have student's critique their work for accuracy and understanding.
-put together resources using keynote or PowerPoint, Glogster, or some other web based tool.
With almost anything, you can generate student interest just by searching out supplemental videos, websites, and tools on the web. With the results you get, you can create an extension activity that enriches student understanding and interest.
As she discussed these topics, I was reminded how Apple has led us down this very path by generating iBooks textbooks that create visuals that jump off the page or provide interactive activities that go deeper into topics that normally would just lay on the page in print media. Today, she says, we have reached "a different way of thinking" and learning.
But in relating these thoughts she stresses that it is important that kids learn to generate their own content. After all, we do learn best by doing! There are a wealth of tools available to us now, especially for free, that can be utilized to generate our own content. Organizers, cameras, video tools, aggregators - all sorts of web 2.0 tools and tools on handheld devices - have given us the ability to create! Many kids have iPods of their own, or phones that carry these tools. We need to make use of these tools.
As she continues, Annette also stresses that we need to give students choice. I have been saying this for years. We need to let them choose how they analyze content, how they create content. Students don't always want to use the methods prescribed by us. They have strengths of their own; they have interests that can be used to create authentic works.
Every year, we as educators spend an inordinate amount of time learning and discussing new apps and tools that we can use. We need to apply those tools to projects in the classroom. This leads to the discussion of producing 1:1 tools such as tablets and computers. Student learning can be greatly amplified by integrating technology and allowing students to use these tools. Why do we continue to use technology behind the desk as a teacher, but expect kids to do the same old dry activities and projects? It's time to bring those tools to the other side of the desk.
- Posted using BlogPress from my iPad
For instance, if a child has problems in an area such as writing or typing, an iPad can help a child as it provides a way to record and transcribe thoughts. But as well, technology can help students relay ideas or understand content through rich visual content which can attract student interest.
Create a bridge between media by connecting a reader to video or online content related to a book they are reading.
The example Annette uses is that Graeme Base, author of The Jewel Fish of Karnak has recorded youtube video commentary on his book. The online content creates an extension which can't drive student interest. Weaving these experiences and extensions together can become important.
But not all media are this rich in related content. As a result, we as educators need to work together to share resources or seek out those who have connections to content online. If something isn't available, build it yourself!
One way to turn kids on to reading is to use google as a starting point. Have a child search for a book, and read a synopsis or first few pages of a book before going to the library to check it out.
To generate interest in global topics, use the web to do a search on videos, visuals, etc... For example, on a discussion of Egypt, have them refer to sites suggested by Google to help them understand that Egypt is a real place and find out what it looks like.
Use fun tools to help them conduct their search:
-Student made tools, maps, books, artwork can be overplayed over existing content to draw a comparison. Have kids make their own map of Egypt and compare it to the real thing on google maps.
-iPad apps can help immerse students in new content. D a search for apps related to your subject.
- do a search for student work created by others and have student's critique their work for accuracy and understanding.
-put together resources using keynote or PowerPoint, Glogster, or some other web based tool.
With almost anything, you can generate student interest just by searching out supplemental videos, websites, and tools on the web. With the results you get, you can create an extension activity that enriches student understanding and interest.
As she discussed these topics, I was reminded how Apple has led us down this very path by generating iBooks textbooks that create visuals that jump off the page or provide interactive activities that go deeper into topics that normally would just lay on the page in print media. Today, she says, we have reached "a different way of thinking" and learning.
But in relating these thoughts she stresses that it is important that kids learn to generate their own content. After all, we do learn best by doing! There are a wealth of tools available to us now, especially for free, that can be utilized to generate our own content. Organizers, cameras, video tools, aggregators - all sorts of web 2.0 tools and tools on handheld devices - have given us the ability to create! Many kids have iPods of their own, or phones that carry these tools. We need to make use of these tools.
As she continues, Annette also stresses that we need to give students choice. I have been saying this for years. We need to let them choose how they analyze content, how they create content. Students don't always want to use the methods prescribed by us. They have strengths of their own; they have interests that can be used to create authentic works.
Every year, we as educators spend an inordinate amount of time learning and discussing new apps and tools that we can use. We need to apply those tools to projects in the classroom. This leads to the discussion of producing 1:1 tools such as tablets and computers. Student learning can be greatly amplified by integrating technology and allowing students to use these tools. Why do we continue to use technology behind the desk as a teacher, but expect kids to do the same old dry activities and projects? It's time to bring those tools to the other side of the desk.
- Posted using BlogPress from my iPad
Jun 25, 2012
There's an App For That #ISTE12
Attended a forum for the ISTE Special Interest Group on Mobile Learning (SIGML). Presenters promoted use of the following website, which provides a resource list of apps for most any mobile platform (blackberry, iOS, android) and any age level (pre-k to PhD).
http://www.tbrmobile.org
Many apps were presented, but discussion shifted very early on to the fact that we as teachers need to speak up and tell the publishers what content, interactive, video, etc, we would like to see in the educational apps we use. Results will happen if you ask.
A few of the super cool apps presented:
Frog Dissection by Emantras
Al Gore: Our Choice
Splashtop Presenter
Verbally - provides words and phrases and speaks them aloud for special needs kids.
News in Slow Spanish -actually a podcast - provides news commentary in Spanish -can be played at slower rate for Spanish learners. Available on iTunes.
Art Rage - painting tool for the iPad. Use a stylus!
Dropbox - cant stress enough how great this file storage app is! I use it myself. Access files anywhere.
Kobo - free books
Wattpad - free original stories
Skitch - Annotate over anything.
Puppet Pals - make your own Puppet play using characters and backdrops provided. Play back on iPad. Great for building creativity.
Check them out. The level of interactive content and productivity is wonderful.
- Posted using BlogPress from my iPad
http://www.tbrmobile.org
Many apps were presented, but discussion shifted very early on to the fact that we as teachers need to speak up and tell the publishers what content, interactive, video, etc, we would like to see in the educational apps we use. Results will happen if you ask.
A few of the super cool apps presented:
Frog Dissection by Emantras
Al Gore: Our Choice
Splashtop Presenter
Verbally - provides words and phrases and speaks them aloud for special needs kids.
News in Slow Spanish -actually a podcast - provides news commentary in Spanish -can be played at slower rate for Spanish learners. Available on iTunes.
Art Rage - painting tool for the iPad. Use a stylus!
Dropbox - cant stress enough how great this file storage app is! I use it myself. Access files anywhere.
Kobo - free books
Wattpad - free original stories
Skitch - Annotate over anything.
Puppet Pals - make your own Puppet play using characters and backdrops provided. Play back on iPad. Great for building creativity.
Check them out. The level of interactive content and productivity is wonderful.
- Posted using BlogPress from my iPad
Location:ISTE 2012 San Diego, CA
Aug 14, 2011
Resources for Innovation and Technology in Education
Through my experiences this summer, I have learned a great deal about disruptive innovation and technology in education. The sweeping changes that have occurred in technology over the past 5 years alone have had a profound effect on how we all learn; teachers and students alike. In the next few years, I will be helping to shape the face of online learning in my school district. During that time, I am sure I will see many changes as we get our feet wet, learning what works best and what does not. But in the next five years, I would like to see our program grow to provide a high school education in an online format by providing assignments and instruction from teachers within our own learning management system such as Moodle.
Currently, our school services students who are considered fully online and work from home, students who attend face to face classes during the day, as well as online, and those who make up credits in a virtual lab. The most important innovation I see that would benefit our program is the use of handheld tablets like the iPad or Android tablets. This would require the use of a Wi-Fi signal in our school, as well as funds to purchase the tablets. But once this is complete, this will allow students to interact with the online curriculum, as well as learning labs setup throughout the school.
The consensus of many IT departments in public schools has been to react to the change in technology education by trying to keep up with infrastructure and cost. To make our school more proactive, I think a move toward a wireless environment would allow students and teachers to bring their own devices to the learning environment. This would free many resources, both fiscal and physical, and apply them to curriculum design.
Knowing that change never stops and that we all, as educators, need to look every forward into what changes will come, I am providing a list reading of resources that I plan to read over the course of this year. This list is for me so I can be ready for the effects that innovation and technology will have on education and for all of those who are interested in keeping pace with technology and education. A few of these resources address the concept of technology and infrastructure resources. Others focus on best practices and use of technology in the classroom.
Other resources in my reading list include the books below as well as a list of blogs and websites I want to read or read on a regular basis:
Books
• Kelly, F.S., McCain, T., & Jukes, I. (2009). Teaching the digital generation: No more cookie cutter high schools. Ontario, Canada: Corwin Press.
• Collins, A. and Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in america. New York, NY: Teachers College Press.
Website/Blog Articles
• Wright, L. (2011, August 2). Adaptive learning technologies are the future of education. Retrieved from http://educationinnovation.typepad.com/
• Educational Technology. Retrieved from http://people.uis.edu/rschr1/et/
• Educational Technology Guy. Retrieved from http://educationaltechnologyguy.blogspot.com/
• Technology Integration in Education. Retrieved from http://www.edutopia.org/technology-integration
• The Innovative Educator. Retrieved from http://theinnovativeeducator.blogspot.com/
• Dreams of Education. Retrieved from http://dreamsofeducation.wordpress.com/
• iLearn Technology. Retrieved from http://ilearntechnology.com/
- Christensen, C.M. & Eyring, H. (2011). The innovative university: Changing the dna of higher education from the inside out. San Francisco, CA: Jossey-Bass.
- Means, B., Penuel, W.R., & Padilla, C. (2001). The connected school: Technology and learning in high school. San Francisco, CA: Jossey-Bass.
 |
| Retrieved from http://www.realeducation4al.com/ |
Jul 25, 2011
ACU Connected Leads the Way
As high school students prepare for higher education, we as teachers want to make sure that they leave us with the skills they need to not only be successful in college, but also in the workplace. Over the past five years, the availability of mobile technology has changed dramatically. With those changes, the skills required in the workplace have changed, and as they should, the skills that students are acquiring in college have changed. enGauge (2003) points out that some of the skills required of workers in the new digital age are collaboration, interactive communication, and effective use of real world tools (p. 12). With this shift in mindset, schools are beginning to offer a different way of learning to help students attain those skills.
It was just a short time ago that Apple introduced the iPhone, which revolutionized mobile communication across the country. Since then, other companies like Samsung and HTC have followed suit in creating mobile phones similar to the iPhone, and other devices, like the iPod Touch, have made communication and computing more accessible to the masses. A side effect of this change is that many schools have begun incorporating mobile technology in their classrooms.
Universities like Abilene Christian University have gone the added distance of providing such devices to incoming freshman to help them collaborate with peers, stay connected beyond the classroom walls, and facilitate the learning process. The result of the ACU Connected initiative is that learning at ACU has made the transition from teacher centered learning in which students are constantly in search of what will be on the test and answering the question of “when will I need to know this?” to becoming more student centered. Student centered learning creates an atmosphere in which students take greater ownership in the learning process by engaging in meaningful discussion and producing work that is representative of the content they are to be learning. Dr. Dwayne Harapnuik (n.d.) adds that “Perhaps one of the greatest benefits to this active and dynamic approach is that leaners [sic] are engaged in the knowledge-creation process and no longer just view themselves as passive recipients of information but rather contributors” (n.pag.).
View the following video to see examples of student attitudes and the impact of the ACU Connected initiative:
The endeavor of providing mobile devices for the classroom began at ACU in 2007, when faculty began exploring the idea of bringing mobile devices into the classroom. Since then, the program has been well received as student participation has been high and faculty perceptions have been very positive. When asked of their experiences in using iPhones in their college classes, students like Mark Foster have praised the program by saying:
"Mobile learning is allowing students to have more engaging experiences in the classroom. When a teacher comments about something you want to know more about, you can pull out your iPhone and search for additional information. It encourages students to learn more." (Abilene Christian University 2009-10 Mobile Learning Report, p. 4).
Increased collaboration and communication at the higher education level using these devices has come in many forms. Teachers have the ability to share information before and after classes, as well as use class blogs and forums so that students can collaborate outside of class. As well, students can use their devices to take advantage of podcasts and videos that are made available on the internet by their instructors, or create their own content using their phones or tablet devices. Finally, by having mobile devices in hand, teachers can give out last minute tips and reminders to students, allowing seamless communication and adding less confusion about due dates and assignment guidelines.
As institutions of higher education begin to integrate technology in the ways we have just discussed, high school administrators and teachers are more aware of the pressures to begin incorporating the same skills and tools into their classrooms. Teachers at Wolf Creek Public Schools have found that allowing students to use technology in the classroom has created a shift in learning and skills: “The switch to personal mobile devices has moved the focus away from getting information to learning and asking questions” (Roscorla, T., 2011). Author Tanya Roscorla goes on to quote superintendent Gary Spence in saying, “It's about enhancing and building excellent learning environments. It's not a tech goal; it's a learning goal” (Roscorla, T., 2011).
High schools don’t necessarily need to take on as large a task as Abilene Christian University in providing iPhones to students. However, we can use ACU Connected as a model to begin integrating more technology by allowing students to bring their own devices to school. This will require a change in mindset on the part of our schools, but allowing this change will free students from the passive role of listening and absorbing, and give them the ability to explore, create and communicate beyond the walls of the classroom. A “Bring Your Own Device” rule will allow students who have devices to begin using them in productive ways, such as responding to in class polls, adding information to blog discussions, or researching information on the fly. To accommodate students without such devices, schools might utilize grant dollars or donations to provide wi-fi enabled iPod touches. An effort this size will invariably create opposition from some teachers, so we will need to proceed at a slow pace. A pilot program could include those teachers who feel comfortable integrating mobile technology into their classrooms. Afterward, successes and failures can be measured to make changes to the program, and then the pilot group can train other faculty members on integration techniques.
As high school teachers, although we may be resistant to allow students to use phones, tablets, and other handheld devices in school, we are just embarking on an innovation in learning that has already created a great amount of change. As always, students that leave our building will be adequately prepared for college if we are able to impart the book knowledge we have always given them. But, they will be more prepared if we are able to pass on twenty-first century skills that enable them to collaborate and work in a digital age.
References
For more information, view the following video regarding student use of mobile devices at ACU:
- Abilene Christian University 2009-10 Mobile Learning Report. Abilene Christian University. 2010. PDF file. Retrieved from http://www.acu.edu/promise/innovative/mlreport2009-10.html
- enGauge. (2003). Twenty first century skills for twenty first century learners. Retrieved from http://pict.sdsu.edu/engauge21st.pdf
- Harapnuik, Dwayne. (n.d.). Engaging and student centered. ACU connected blog. Web. 25 July 2011.
- Roscorla, Tonya. “Wolf creek public schools embraces byod, puts pedagogy first.” Converge Magazine, 5 July 2011. Web. 25 July 2011.
For more information, view the following video regarding student use of mobile devices at ACU:
Jul 12, 2011
Video Games as Innovative Teaching
One of the topics discussed by Clayton Christensen in his book, Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns (2011), focuses on the use of video games in the classroom (p. 220). This struck a chord with me, because prior to my position as Sand Springs Virtual Academy Director, I worked as a professional development trainer for teachers. One of the classes I created in this position focused on the use of video games as a learning tool in the classroom. Teachers have been using the Wii console as a learning tool in various forms for the past 5 to 6 years. The class focused on the use of the Wii, but actually led to a greater discussion of online games, computer based games, and video games as training tools in business. My research led me to read a few books that teachers might find interesting:
More recently, I ran across this post on the website, Good Education (http://www.good.is/). It discusses how a teacher is using Angry Birds to teach Physics, and documenting his progress and methods every step of the way.
As I read through this article, I realized how when we play games like this one, we do a great deal of planning and hypothesizing on the fly without even knowing it. If kids were to truly dissect a video game like angry birds and apply physics to the situation, it would open up a whole new level of understanding and enjoyment in the subject.
I knew that the use of video games in the classroom was a new trend, and a successful one at that, but I hadn't really thought of them as a form of disruptive innovation in teaching before. Now I am paying more attention. As I look at new teaching methods, I have a different view. I tend to dissect them, compare them to older methods, and assess whether they are effective. Guess you really can teach an old dog new tricks. And I guess as old dogs, we need to keep looking for new tricks.
Reference:
Christensen, C.M., Horn, M.B., & Johnson, C.W. (2011). Disrupting class: How innovation will change the way the world learns. New York: McGraw Hill.
- Gadgets, Games, and Gizmos for Learning by Karl Kapp
- Karl Kapp can also be found at http://www.kaplaneduneering.com/kappnotes/ if you are interested.
- Playing to Learn: Video Games in the Classroom by David Hutchison
More recently, I ran across this post on the website, Good Education (http://www.good.is/). It discusses how a teacher is using Angry Birds to teach Physics, and documenting his progress and methods every step of the way.
 |
| From: http://www.good.is/post/atlanta-teacher-uses-angry-birds-for-physics-lessons/ |
I knew that the use of video games in the classroom was a new trend, and a successful one at that, but I hadn't really thought of them as a form of disruptive innovation in teaching before. Now I am paying more attention. As I look at new teaching methods, I have a different view. I tend to dissect them, compare them to older methods, and assess whether they are effective. Guess you really can teach an old dog new tricks. And I guess as old dogs, we need to keep looking for new tricks.
Reference:
Christensen, C.M., Horn, M.B., & Johnson, C.W. (2011). Disrupting class: How innovation will change the way the world learns. New York: McGraw Hill.
Jul 11, 2011
The Effect of Disruptive Innovation in My Organization
Disruptive innovation is when a particular business or entity brings about change in the consumer environment by introducing a new product that is simpler or more affordable. Even though the product or service may not be as good, Christensen, Horn & Johnson (2011) explains that it, “benefits people who had been unable to consume the back plane product” (p. 47). The back plane product or service is often the more expensive or high end choice. A disruption such as this usually occurs because a need exists in the marketplace of which non-consumers, those that are unlikely to opt for the alternative, are unaware. The more affordable or simpler option presented by the disruption creates a new level of consumption that creates a change in the market environment.
On the other hand, sustaining innovation describes a condition in which businesses maintain the level of quality and meet demand by making improvements to a product or service that already exists. Christensen & Raynor (2003) explain that, “some sustaining innovations are the incremental year-by-year improvements that all good companies grind out” and are those that “they can sell for higher profit margins to their best customers” (p. 34). Based on this description, the greatest difference is that disruptive innovation creates a change in the status quo of sustaining innovation by providing a product that did not formerly exist for a sector of the market that did not formerly consume goods for a given commodity.
Historically, one can observe the effects of disruptive innovation through the introduction of products such as the pocket calculator. The invention of the pocket calculator, although seen as poorer in quality when compared to a desktop calculator or adding machine, was portable and less expensive. As a result, consumers who could not afford a larger adding machine could buy a pocket calculator for their computing needs. The calculator later evolved from a simple disruption in the marketplace to eventually become a prime example of sustaining innovation as, over time, companies such as Texas Instruments began improving on the original design. Ultimately, they created higher end versions of the pocket calculator that would serve greater needs than most consumers needed, and as a result drove the prices up for the product. The same can be said for a more recent development in technology. The iPad represented a similar disruption in the marketplace, as Apple worked to provide an alternative to the Mac laptop. The iPad created a niche in the marketplace that hadn’t existed prior to its invention and provided a cheaper and portable option for consumers who likely would not purchase a laptop. Apple has spent the past year on the work of sustaining that success by improving the product so it can compete with copycat tablets.
I see disruptive innovation as a force of change in my own field of education as new products and methods arise to fulfill the needs of individual learners. Specifically, the use of computers in schools has created a disruption that can evolve education from a teacher-centered profession to a student-centered profession. For years, teachers have led instruction and provided a one size fits all view of learning. Christensen, Horn & Johnson (2011) refer to this as monolithic content delivery and estimate, “that at least 80 percent of the typical teacher’s time is now spent in monolithic activity” (p. 111). As a result, less time is left to individualized attention. Computers have been in the classroom for years, but now they can be used as a force for change as they transition from being an appliance in the room to being a tool for instruction. In the past, teachers would present material at a pace that expected all students were expected to follow and would test and move on whether mastery had been met or not. Teachers now have the opportunity to use computers and internet access to provide individualized learning through online learning systems. Christensen, Horn & Johnson (2011) point out that, “when students learn through student-centric online technology, testing doesn’t have to be postponed until the end of an instructional module” and teachers “can verify mastery continually to create tight, closed feedback loops” (p. 111). To put it more simply, computers can be used to assist students in learning at their own pace and by aiding them in achieving mastery of a concept before moving on. This is in stark contrast to the lecture, drill, and test mode that leaves some students behind because they don’t understand content before moving on.
I have recently taken a new position in my school district as virtual school director. I see the use of online learning as an opportunity to service a group of what one might consider non-consumers in our district. That group consists of home school, credit recovery, and first time credit students. To serve those non-consumers, we are prepared to offer a full virtual high school alternative beginning August 1st. For students that fall into one of these categories and may be, for one reason or another, unable to enroll in a traditional face to face class or need to repeat a class that is nearing capacity, we will be able to provide classes to them online. Through the online curriculum, we will be able to provide a benefit to these students by addressing their specific learning styles through diversified and specialized content and by providing one-on-one tutoring assistance. As a result, our hope is that students will be more engaged and show greater interest in content. This is a drastic change to our school environment, but one we hope will provide alternatives that will serve as a safety net to at risk students who might otherwise drop out due to failure. As well, we will likely recapture home schooled students as this alternative was formerly unavailable to them.
As with any change in the landscape of the school system, I anticipate that there will be opposition from the faculty. Some teachers have already voiced the opinion that an online classroom cannot be as rigorous as a face to face class. Others have expressed concerns that substituting traditional classes with online curricula may take away jobs. My response to this is that the online environment may bring about change, but it will also create opportunities for both teachers and students. Many of the methods that teachers complain they have difficulty employing in the classroom can be afforded by the design and structure of an online curriculum. As a result, if teachers do not use the online program in place of their traditional course, then they will be able to provide supplemental activities from the online curriculum that can reinforce the learning that takes place in their regular lesson plans. As well, students will be able to take courses not traditionally offered in their schools due to budget concerns or dwindling faculty size; a problem we are currently facing. Overall, I believe that once teachers are able to embrace this change, it will be beneficial to everyone. Christensen, Horn & Johnson (2011) point out that in several examples where online learning has taken place across the country, “teachers are more like coaches and lecture rarely. They help, guide, and evaluate” (p. 220). The time afforded to teachers to take on the role of facilitator will surely benefit the student. Additionally, the change in the teacher’s role will likely grow as an attractive alternative to ineffective teaching styles. To that end, I hope that this new offering in our school system will be a catalyst for change as all teachers begin to see alternatives to teacher-centered classrooms.
Works Cited
Christensen, C.M. & Raynor, M.E. (2003). The innovator’s solution: Creating and
sustaining successful growth. Boston, MA: Harvard Business School Publishing
Corporation.
Christensen, C.M., Horn, M.B., & Johnson, C.W. (2011). Disrupting class: How
innovation will change the way the world learns. New York: McGraw Hill.
On the other hand, sustaining innovation describes a condition in which businesses maintain the level of quality and meet demand by making improvements to a product or service that already exists. Christensen & Raynor (2003) explain that, “some sustaining innovations are the incremental year-by-year improvements that all good companies grind out” and are those that “they can sell for higher profit margins to their best customers” (p. 34). Based on this description, the greatest difference is that disruptive innovation creates a change in the status quo of sustaining innovation by providing a product that did not formerly exist for a sector of the market that did not formerly consume goods for a given commodity.
Historically, one can observe the effects of disruptive innovation through the introduction of products such as the pocket calculator. The invention of the pocket calculator, although seen as poorer in quality when compared to a desktop calculator or adding machine, was portable and less expensive. As a result, consumers who could not afford a larger adding machine could buy a pocket calculator for their computing needs. The calculator later evolved from a simple disruption in the marketplace to eventually become a prime example of sustaining innovation as, over time, companies such as Texas Instruments began improving on the original design. Ultimately, they created higher end versions of the pocket calculator that would serve greater needs than most consumers needed, and as a result drove the prices up for the product. The same can be said for a more recent development in technology. The iPad represented a similar disruption in the marketplace, as Apple worked to provide an alternative to the Mac laptop. The iPad created a niche in the marketplace that hadn’t existed prior to its invention and provided a cheaper and portable option for consumers who likely would not purchase a laptop. Apple has spent the past year on the work of sustaining that success by improving the product so it can compete with copycat tablets.
I see disruptive innovation as a force of change in my own field of education as new products and methods arise to fulfill the needs of individual learners. Specifically, the use of computers in schools has created a disruption that can evolve education from a teacher-centered profession to a student-centered profession. For years, teachers have led instruction and provided a one size fits all view of learning. Christensen, Horn & Johnson (2011) refer to this as monolithic content delivery and estimate, “that at least 80 percent of the typical teacher’s time is now spent in monolithic activity” (p. 111). As a result, less time is left to individualized attention. Computers have been in the classroom for years, but now they can be used as a force for change as they transition from being an appliance in the room to being a tool for instruction. In the past, teachers would present material at a pace that expected all students were expected to follow and would test and move on whether mastery had been met or not. Teachers now have the opportunity to use computers and internet access to provide individualized learning through online learning systems. Christensen, Horn & Johnson (2011) point out that, “when students learn through student-centric online technology, testing doesn’t have to be postponed until the end of an instructional module” and teachers “can verify mastery continually to create tight, closed feedback loops” (p. 111). To put it more simply, computers can be used to assist students in learning at their own pace and by aiding them in achieving mastery of a concept before moving on. This is in stark contrast to the lecture, drill, and test mode that leaves some students behind because they don’t understand content before moving on.
I have recently taken a new position in my school district as virtual school director. I see the use of online learning as an opportunity to service a group of what one might consider non-consumers in our district. That group consists of home school, credit recovery, and first time credit students. To serve those non-consumers, we are prepared to offer a full virtual high school alternative beginning August 1st. For students that fall into one of these categories and may be, for one reason or another, unable to enroll in a traditional face to face class or need to repeat a class that is nearing capacity, we will be able to provide classes to them online. Through the online curriculum, we will be able to provide a benefit to these students by addressing their specific learning styles through diversified and specialized content and by providing one-on-one tutoring assistance. As a result, our hope is that students will be more engaged and show greater interest in content. This is a drastic change to our school environment, but one we hope will provide alternatives that will serve as a safety net to at risk students who might otherwise drop out due to failure. As well, we will likely recapture home schooled students as this alternative was formerly unavailable to them.
As with any change in the landscape of the school system, I anticipate that there will be opposition from the faculty. Some teachers have already voiced the opinion that an online classroom cannot be as rigorous as a face to face class. Others have expressed concerns that substituting traditional classes with online curricula may take away jobs. My response to this is that the online environment may bring about change, but it will also create opportunities for both teachers and students. Many of the methods that teachers complain they have difficulty employing in the classroom can be afforded by the design and structure of an online curriculum. As a result, if teachers do not use the online program in place of their traditional course, then they will be able to provide supplemental activities from the online curriculum that can reinforce the learning that takes place in their regular lesson plans. As well, students will be able to take courses not traditionally offered in their schools due to budget concerns or dwindling faculty size; a problem we are currently facing. Overall, I believe that once teachers are able to embrace this change, it will be beneficial to everyone. Christensen, Horn & Johnson (2011) point out that in several examples where online learning has taken place across the country, “teachers are more like coaches and lecture rarely. They help, guide, and evaluate” (p. 220). The time afforded to teachers to take on the role of facilitator will surely benefit the student. Additionally, the change in the teacher’s role will likely grow as an attractive alternative to ineffective teaching styles. To that end, I hope that this new offering in our school system will be a catalyst for change as all teachers begin to see alternatives to teacher-centered classrooms.
Works Cited
Christensen, C.M. & Raynor, M.E. (2003). The innovator’s solution: Creating and
sustaining successful growth. Boston, MA: Harvard Business School Publishing
Corporation.
Christensen, C.M., Horn, M.B., & Johnson, C.W. (2011). Disrupting class: How
innovation will change the way the world learns. New York: McGraw Hill.
Jan 4, 2011
Curiosity Killed the Cat, But Inquiry Never Killed the Student!
When it comes to student participation in labs, projects, and activities, nothing kills a lesson like too much structure. One thing I have noticed when assigning lessons to my students is that too much structure and limited options spawn disinterest. About twelve years ago, I decided that I would break up the regular routine of my classroom lectures by having small groups of students research, develop and present material to the class. It was a nice project, but my guidelines killed their interest. Students covered topics I had selected and were required to present them in a PowerPoint. Students weren't allowed to pick topics of their own choosing and they weren't allowed to produce information the way they wanted. As a result, the lesson quickly turned NOT into a Science project, but a PowerPoint lesson. Students who were not familiar with the program required more time and instruction on how to use it. As well, they learned less about their science topic and more about PowerPoint.
When assigned a book report, poster project, or diorama, are students just regurgitating facts in the format we choose? Sometimes I feel the content gets left behind. I felt this way after this project, so as a result we quickly returned to our regular lecture (you know, the sage on the stage, kids taking notes, etc...). So should we abandon classroom projects? Not necessarily. I have always had the philosophy that people learn best by doing. Consequently, I often learn more about a topic when I have to explain it to someone else. But in the regular classroom, kids are not often given the time or the opportunity to "do" things. Specifically, many teachers stick to the tried and true methods of lecture and review because they feel they don't have time to create and assign projects to students. But I feel this may be a mistake. If we don't give children the opportunities to discover and learn things on their own, we are setting them up for failure.
Two web articles I read this week made me think back to my PowerPoint fiasco. Each of them specifically addresses the idea - now hold on to
your seats - that kids don't always need us. The first is an article about social studies teacher, Deven Black, who decided to see what would happen if he gave his students a greater role in deciding how to do their projects and on what topic they would report. The results were surprising to him in that he found his students didn't need him. Is there anything wrong with that? Not really. In essence, we all want our students to reach a level of independence, not dependence. Read his article "My One Great Lesson This Year" to learn more.
The second article comes from Edutopia and discusses "The 5 Features of Science Inquiry". In his article, Eric Brunsell discusses how Inquiry-Based Science needs to move from being Teacher-Driven to being truly inquiry-driven. We need to teach our students to ask the tough questions. Questions they may already have, but never ask because we have created a system where they wait for us to give them the answer. Read his article to find new ways to get students into the questioning mode.
One last note - these articles aren't meant to create disgust and make teachers feel like they will be expected to change their methods overnight. They are meant to get teachers thinking about the answers to questions they have about their students. "Why don't they get it?" or "How do I get them to understand?" Sometimes getting them to understand is as simple as creating interest and driving them to ask questions of their own - not answering questions on a worksheet.
When assigned a book report, poster project, or diorama, are students just regurgitating facts in the format we choose? Sometimes I feel the content gets left behind. I felt this way after this project, so as a result we quickly returned to our regular lecture (you know, the sage on the stage, kids taking notes, etc...). So should we abandon classroom projects? Not necessarily. I have always had the philosophy that people learn best by doing. Consequently, I often learn more about a topic when I have to explain it to someone else. But in the regular classroom, kids are not often given the time or the opportunity to "do" things. Specifically, many teachers stick to the tried and true methods of lecture and review because they feel they don't have time to create and assign projects to students. But I feel this may be a mistake. If we don't give children the opportunities to discover and learn things on their own, we are setting them up for failure.
Two web articles I read this week made me think back to my PowerPoint fiasco. Each of them specifically addresses the idea - now hold on to
your seats - that kids don't always need us. The first is an article about social studies teacher, Deven Black, who decided to see what would happen if he gave his students a greater role in deciding how to do their projects and on what topic they would report. The results were surprising to him in that he found his students didn't need him. Is there anything wrong with that? Not really. In essence, we all want our students to reach a level of independence, not dependence. Read his article "My One Great Lesson This Year" to learn more.
The second article comes from Edutopia and discusses "The 5 Features of Science Inquiry". In his article, Eric Brunsell discusses how Inquiry-Based Science needs to move from being Teacher-Driven to being truly inquiry-driven. We need to teach our students to ask the tough questions. Questions they may already have, but never ask because we have created a system where they wait for us to give them the answer. Read his article to find new ways to get students into the questioning mode.
One last note - these articles aren't meant to create disgust and make teachers feel like they will be expected to change their methods overnight. They are meant to get teachers thinking about the answers to questions they have about their students. "Why don't they get it?" or "How do I get them to understand?" Sometimes getting them to understand is as simple as creating interest and driving them to ask questions of their own - not answering questions on a worksheet.
Subscribe to:
Posts (Atom)