Teacher Tools

Let's start with a simple truth:  Schools have limited budgets and every time that we make careless spending choices, we tie our own hands behind our backs.

As
a result, I've worked HARD over the past several years to encourage
both teachers and school leaders to think systematically about just what
they want to see happening in classrooms before they spend ANYTHING on
technology.

To that end, I've whipped up a set of
stories that are designed to start conversations about just what good
technology integration is supposed to look like in schools
.

You can download the stories here:

2. Handout_TechnologyScenarios

What I plan to do with the stories is ask audiences to engage in Carousel Brainstorming -- moving in small groups from story to story and answering the reflection questions found on the final page of the packet.

My hope is that every participant will see themselves -- both who they are and who they want to be -- somewhere in the stories
More importantly, my hope is that the conversations started in small
groups will help participants to wrestle with the rationale behind their
own technology spending choices.

Whaddya' think?

_______________________

Related Radical Reads:

Developing Technology Vision Statements

Making Good Technology Choices

Buying Teachers Chainsaws

 

Let's start with a simple truth:  Schools have limited budgets and every time that we make careless spending choices, we tie our own hands behind our backs.

As
a result, I've worked HARD over the past several years to encourage
both teachers and school leaders to think systematically about just what
they want to see happening in classrooms before they spend ANYTHING on
technology.

To that end, I've whipped up a set of
stories that are designed to start conversations about just what good
technology integration is supposed to look like in schools
.

You can download the stories here:

read more

One of the core beliefs of my interdisciplinary team is that our sixth grade students need to see ALL of their teachers -- not just the language arts teacher -- as readers. 

As a result, we've decided that (1). silent reading will happen once a week in every classroom, giving every teacher the chance to talk about books with kids and (2). every teacher will take students to the library for media circulation during the course of the year. 

That's given me a bunch of time to get to know our school's new media specialist, Pete Caggia

read more

One of the core beliefs of my interdisciplinary team is that our sixth grade students need to see ALL of their teachers -- not just the language arts teacher -- as readers. 

As a result, we've decided that (1). silent reading will happen once a week in every classroom, giving every teacher the chance to talk about books with kids and (2). every teacher will take students to the library for media circulation during the course of the year. 

That's given me a bunch of time to get to know our school's new media specialist, Pete Caggia

What I love about Pete -- outside of his quirky sense of humor and deep knowledge of books that middle schoolers might completely dig -- is that he's AT LEAST as knowledgeable and passionate about using technology with students as I am. 

That shared interest got us talking about Goodreads -- the popular social site that allows users to network with one another around the books that they are reading -- the other day. 

What makes Goodreads so powerful is that it enables readers to discover high-interest titles -- either by following the public bookshelves of like-minded peers, by making recommendations to their friends, or by checking the suggestions offered by Goodreads -- that they may never have stumbled across.

Heck, Goodreads' slogan says it all:  Meet Your Next Favorite Book.

That process of discovering new texts -- of stumbling across topics and titles that have a real chance of capturing attention -- comes naturally for accomplished readers who almost NEVER walk into the library without SOME idea of what they're interested in reading next.

But spend some time watching struggling readers browsing for books and you'll quickly recognize that sifting and sorting through shelves can be a haphazard process that rarely pays off for a BUNCH of our kids.  Finding favorite books just doesn't happen NEARLY enough. 

And that's frightening because every poorly chosen title reinforces negative messages: "Reading is NEVER fun; There's NOTHING I like to read; The library is a place that I don't fit in."

That got Pete and I thinking.  If we could get our students networking with each other in a social space like Goodreads, would struggling readers be more purposeful -- and more successful -- when browsing for books?

So Pete created logins for every one of my kids on Destiny Quest -- a Goodreads-ish social service for students that is aligned with our district's library management program. 

In the course of one 45-minute class period, every student had signed in, filled their digital bookshelves with books they HAVE read, ARE reading and WANT to read. 

They'd also followed a handful of friends on our team -- peers that share similar interests whose bookshelves they want to explore -- learned how to find recommendations from Destiny Quest, and figured out how to write reviews and give star ratings to the books that they were reading.

Since then, traffic on the site has been nothing short of incredible. There hasn't been a day -- including long holiday weekends -- where students haven't been signing in, adding titles to their bookshelves, and making recommendations to their friends. 

The simple truth is that Destiny Quest has made sharing titles with friends easier -- a key to engaging middle grades readers who ALREADY get most of their book recommendations from peers. 

As one of students on my team explained:

I think the Destiny Quest program is really useful because I get most of
my book recommendations from friends already so now instead of having
to ask them what books they really liked I can just see what books they
are reading on Destiny Quest and get a good idea.

I think Pete and I are on to something here.  I'll keep you posted as the year goes on.

_________________________

Related Radical Reads:

Real Men Read

Maybe Reading ISN'T Fun

Reading is NOT Optional

 

Poking through my feed reader this weekend, I stumbled on this GREAT bit on the Mindshift blog featuring the thinking of Howard Rheingold -- a leader in defining the kinds of changing skills needed in order to learn efficiently in today's digital world. 

Rheingold makes a simple point early in the Mindshift article that really resonated with me:  Kids NEED to learn to carefully tame their attention span while they are searching the web. 

He writes:

"You
need to make decisions. ‘Am I going to click on that link? Am I going
to maybe open a tab for it on my browser and look at it later? Am I
going to bookmark it to look at it much later or am I going to ignore
it?’

You need to make those decisions consciously and I think most of us
make them unconsciously… We wouldn’t have so many cute cat videos if
people didn’t click on impulse."

Stew in that for a minute, will you?  And then ask yourself whether or not you've ever taught your classes to be THAT intentional about the sites that they are clicking on when they are researching.

I know that I haven't spent any time encouraging my kids to think systematically about what they are clicking on when we are researching -- and I'm a guy who really DOES spend a good chunk of time teaching kids how to sift through information efficiently. 

So I whipped up a handout based on Rheingold's suggestions that I think I'm going to ask kids to use the first few times that we do online research. 

Check it out here:

Download Handout_WhatWillYouClickNext

It's pretty detailed -- which means it will also be pretty time consuming for kids to use -- so I'm not likely to require that they actually write down every answer to every question every time that we go to the lab.

But I AM going to continuously remind my students that they should be clicking with a purpose -- and that clicking with a purpose requires that they think carefully before, during and after sitting down at a computer to research. 

Any of this make sense?

__________________________________________

Related Radical Reads:

Google's Redesigned Related Search Feature

Google's Reading Level Search Feature

The Anatomy of a Hoax Website

 

Poking through my feed reader this weekend, I stumbled on this GREAT bit on the Mindshift blog featuring the thinking of Howard Rheingold -- a leader in defining the kinds of changing skills needed in order to learn efficiently in today's digital world. 

Rheingold makes a simple point early in the Mindshift article that really resonated with me:  Kids NEED to learn to carefully tame their attention span while they are searching the web. 

He writes:

read more

Not sure if you've figured it out or not, but I've been writing a ton about teaching and learning with technology this month! 

That's because I'm spending my three-week vacation on the road presenting two-day workshops connected to Teaching the iGeneration -- my book about using digital tools and services to make learning more efficient.

I was in Orlando this week, and one of the participants asked for a list of all of the services that I recommend for various digital projects. I thought that was a great idea and whipped one up last night.

You can download it here:

Download Handout_QuickGuidetoWebTools

It's important to remember that this handout is designed as a companion to the participant wiki that we use in the Teaching the iGeneration workshop.  That means the descriptions for interesting ways to use each of the tools in this handout are brief. 

If you need/want more information about the specific role that these tools play in my work, you'll have to either spend time poking through the wiki -- which can be found online here -- OR you'll have to buy the book!

#shamelessplug

#sorry

It's also important to note that there's no one RIGHT collection of tools for schools to be using.  While the services that I share in my Quick Guide are the tools that work best for me, your choices may vary depending on your individual instructional needs and situations.

Feel free to use my list as a starting point for your own work -- but if you find a better option somewhere else, run with it!

Finally, please understand that digital tools and services are CONSTANTLY changing.  While this list is accurate as of today, it could easily become outdated in no time.  Services close up shop all the time.  Similarly, new services are always being unveiled. 

I'll do my best to keep this list updated, but I can't promise that it will be perfect when you find it!

#forewarned

Hope this helps somehow,

Bill

___________________________

Related Radical Reads:

Developing Technology Vision Statements

Making Good Technology Choices

The Danger of 'There's Nothing Like' Thinking

 

Bad news, all y'all:  I don't have a ton of time to write tonight.  My 2.5 year old daughter -- who is completely beautiful, by the way -- is sick as can be, which means my wife and I are juggling work schedules.  That automatically puts me behind. 

The good news, though -- particularly for my #scichat homies -- is that I've got a few activities that I can share with you quickly!  Not sure if they'll be useful for everyone, but if you're a middle grades science teacher, my bad luck may just be your good luck.

Here they are:

Scientific Method Lab Handout 

Download Handout_LabReportOverview

One of the biggest challenges for sixth grade science teachers is introducing kids to a process for working through an experiment.  While kids are naturally curious and great at asking questions, they're not always great at answering their own questions systematically.

This is the handout that I use with my kids early in the school year to help them to learn about the kinds of steps that scientists take when experimenting.  I love how direct it is -- and think it really works.

#estamuybueno

 

Spaghetti Tower Challenge

Download Handout_SpaghettiTowerChallenge

Late last year, Jonathan Martin wrote about a neat activity that the kids in his school were working on.  Essentially, groups of kids were given spaghetti and told to build a tower that could support a marshmallow.  Tallest tower wins.

It seemed to me to be a great way to get groups thinking and working together on an engineering type challenge that didn't require a ton of materials -- so I whipped up this handout and turned my kids loose. 

#theylovedit

 

The SUPERTUBE Challenge

Download Handout_PaperTowelTubeColumn

After watching my kids get completely geeked by the chance to design a spaghetti tower together, I decided that I needed to whip up another quick, materials-light design challenge. 

That's what this activity is.  Essentially, groups had to modify a paper towel tube to get it to hold up as many textbooks as possible.  The record on our team currently stands at 23. 

#beatthat

Anyway -- hope these activities help someone out!  I gotta go and check on my kid.

Rock on,

Bill

Our school has always required that teachers maintain websites as a tool for communicating with both parents and students.  For most teachers, "maintaining websites" means housing updates and classroom resources in Blackboard -- a popular service that our district has been using for years.

I ditched Blackboard last year, though, for about a thousand disgruntled reasons.  I decided to use Posterous -- a site that I'm admittedly tech-crushing on right now -- for my classroom website.



Here's three reasons why I think YOU should use Posterous for classroom websites, too:

 

You can post directly to your website from your email inbox.

If you're anything like me, you're flippin' buried under email for half of your planning period, right? 

That makes getting content posted to your website difficult simply because you have to remember to go to a completely different site with a completely different password and sign in whenever you actually want to make a post.

By the time you're done deleting, responding, forwarding and cursing your way through your inbox, what are the chances that you're REALLY going to want to head somewhere different to post content on the web?

Right. Darn close to zero.

That's one of the reasons I like Posterous so much. 

I've got a unique email address for my site.  All I have to do to post is open a new email and send it to the right address.  Posterous converts the subject line of the email into the title of a new post.  The message body becomes the content for the new post.

For me, posting from my email inbox simply saves time.  I'm there already.  I don't have to navigate anywhere or play frustrating password guessing games.  For tech-hesitant teachers, posting from email inboxes makes updating websites a HECK of a lot more approachable because there's nothing new to learn.

#thatmatters

 

Parents can receive updates any way that they want 'em.

After spending the better part of the past decade as a Blackboard junkie, one lesson became painfully clear - the VAST majority of my parents weren't even bothering to look at the content I was posting.

The reason was simple: THEY were too busy deleting, responding, forwarding and cursing their way through inboxes to go and check a separate site for content, too. 

With Posterous, your audience can choose to receive instant email notifications every time you make a post.  Or they choose to receive a daily -- or weekly -- summary email including links to the new content you've posted.

Or they can subscribe to your site using an RSS feed reader -- or they can even choose to navigate straight to your site on the Internet if they want to. 

Want numerical proof that this kind of "consumption flexibility" matters?  As of right now, 52 (out of 120) of the families that I serve are signed up for email updates.  More convincingly, my posts are averaging 150-200 views EACH.

That means moms are looking at my content.  Then, they're forwarding it to dads who are forwarding it to kids.  Sometimes dads look first and forward to moms who forward to kids.  I'll bet grandmas even see my content too.

The point is simple, y'all: When you give people choices over how they can consume the content that you're creating, they'll actually READ what you are writing!  

#ifyoubuildit

 

You can easily embed ANYTHING in a Posterous blog post.

For me, the real value in a class website has more to do with sharing content with kids than it does sharing content with parents. 

Sure, I want mom and dad to know that there's a field trip on Friday. But it's WAY more important that Johnny can easily find new copies of the 17 handouts that he's lost in the bottom of his backpack. 

On Blackboard, uploading content was an INCREDIBLY cumbersome process.  The last I checked, it took something like six different clicks to actually get a document into my website -- and I could only add 'em one at a time. 

When I want to upload content to Posterous, I just add attachments to the email messages that I'm sending to my site.  Through the magic of Posterousness, the content is AUTOMATICALLY embedded -- and made downloadable -- in a new post.

It works GREAT for documents -- here's a handout that I uploaded earlier this week -- but what's REALLY groovy is that it works GREAT for audio and video content too.  Look at how an audio recording that I made is embedded WITH a player in this post. 

Both the document and the audio file started their Posterous lives as email attachments, y'all.  I didn't have to go to another service and upload the content first.  I didn't have to figure out where embeddable text was hidden.  I didn't have to copy and paste computer code into an HTML editor.

I just had to send an email to the right address with the right attachments.

#easysqueazylemonpeasy

No joke: If you're looking for a ridiculously easy tool that can save you time and hassle all while helping to ensure that your parents actually read the content that you are posting on your classroom website, Posterous rules.

It's so good I'd even PAY to use it. 

#loveitTHATmuch

________________________________________

Related Radical Reads:

Tool Review: Google Search Story Creator

Tool Review: Tripline

Tool Review: Spreaker

 

I stumbled across an interesting service called Vetter this week.  In its simplest form, Vetter is a digital suggestion box designed to get ideas from employees

What makes Vetter unique, however, is that it also allows you to create groups of employees who can read and rate the suggestions that are being submitted by their peers on a scale of one to five. 

Essentially, this collective review and rating process allows leaders to take advantage of the wisdom of crowds.  Ideas that are reviewed by a diverse cross-section of employees are far more likely to succeed simply because they have been reviewed by individuals with unique organizational perspectives and experiences. 

Better yet, this collective review and rating process helps to encourage cross-pollination across an organization.  When potentially innovative ideas are made transparent to everyone, intellectual collisions help to spark creative thought.

Vetter also sends "the boss" (read: the primary account holder) a daily (or weekly) digest of any submitted ideas with an average rating of two stars or better AND keeps track of the individuals who are regularly submitting the ideas that are highly respected by peers. 

There's real potential here for school leaders, isn't there?

I would LOVE to see -- especially in large schools and districts -- formalized processes established that encouraged employees to submit ideas on improvements in everything from practices to purchases. 

Not only do I believe in the wisdom of crowds AND think that school leaders would benefit from hearing the voices of a wide range of staffers, I know that school employees would benefit from seeing the thoughts and ideas of colleagues working in a wide range of roles in schools. 

In a profession where isolation -- both physical and intellectual -- is the norm, it's all too easy to get stuck looking at change through our singular lenses. 

Heck: I'd even love to start using a service like Vetter with my classes.  I truly value the feedback that my students give me about teaching and learning -- but I don't have a tool that makes collecting and analyzing that feedback easy. 

Now, Vetter's not perfect

Because it is designed for businesses and not schools, users have to have an email address and be a part of an invited group in order to give feedback and to rate ideas. That means my sixth graders -- who rarely have email addresses -- won't be able to use the service.

I'd love to see Vetter create a more generic option that schools could use to gather feedback from students, parents and the broader community -- which would require allowing users to submit and rate ideas whether they'd been invited by someone at the school or not. 

Vetter's not a free service either -- and because it is primarily designed for business users, the pricing model is based on a monthly fee. 

I'd love to see them develop some kind of single use option -- which would allow school leaders to collect ideas during focused school planning sessions without having the ongoing charge that goes along with a monthly service. 

But Vetter's certainly a tool that I think schools and districts might want to take a closer look at. 

We've simply GOT to do a better job at innovating efficiently -- and idea management services that allow ideas to be submitted, rated and reviewed by larger groups of stakeholders are certainly a step in the right direction. 

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