Students Build Technology Skills and Support NETS-S Through Use of Web 2.0 Applications

Today’s students learn in an educational system that is working to develop key skills that will make students marketable and productive citizens in an ever increasingly digital world.  The basics of the 3R’s of generations past have been replaced with standards and benchmarks that cover every subject a student studies at every grade level in their educational career.  Technology has not been left out of this mix.  Students now are expected to master skills, such as, communication, collaboration and digital publishing which are all part of a set of national technology standards called the National Educational TechnologyStandards for Students (NETS-S) (NETS for Students 2007, 2007).  These important skills can be practiced and honed in our classrooms thanks to a number of educational web 2.0 tools now available to teachers all over the world. 

Communication has changed in today’s classroom.  Historically, classrooms included students who waited for a question from the teacher and then students raised their hand (or didn’t) to answer the question.  Teachers in those days heard from only a small fraction of what their class was thinking about.  Students today live in a world swamped with communication in all types of formats.  Teachers today can support the NETS-S standards by using web 2.0 tools like Edmodo and Padlet to give students another way to respond to questions.  Both of these digital tools are great examples of educational back channels, or using technology to provide a voice to students without interrupting class or after the school day has ended (Holland, 2014).  Edmodo (About Edmodo, 2014) is a platform that has the look of a social media website, but really is a technology tool for teachers to deliver information and questions to students and provides a delivery method for students to respond back to the teacher and his or her classmates.  Padlet (Padlet, 2014), is another web 2.0 tool that teachers have found useful as a communication tool for students.  This virtual “board” allows a student to pin messages on it about topics being discussed in class, etc. 

Collaboration is another NETS-S skill being supported through web 2.0 tools.  More than ever before, students can collaborate in real time without even being in the same building.  Two excellent tools for this include the nonlinear presentation tool, Prezi and a free resource from Google, called Google Docs.  Student’s ability to collaborate from afar is something that they will apply in a real world career type of setting so acquiring these skills in school is an advantage.  Prezi has an environment where students can work on their parts of a presentation in real time with classmates and bring the presentation all into one (Prezi, 2014).  Google docs is a more open resource when it comes to sharing.  These tools range from word processing and spreadsheets to digital presentations and drawing applications all of which allow students to creatively collaborate using the tool that best fit their needs. 

Publishing is a NETS-S skill that is not new to education, but publishing has become far easier in the digital world.  Web tools like Google Blogger and Wikispaces now allow students to author their own content and allow for a place to publish their content to share with the world.  The idea that anyone in the world could read your authored work creates a very different writing approach than writing something that only your teacher will likely see for grading purposes.  Students are more likely to put more effort into their writing when being published for the entire world vs. just their teacher and classmates.  Allowing students to publish themselves using a blog or a website is a great way to refine the writing process and incorporate student to student editing. 

These resources and numerous other web 2.0 tools are available for teachers to integrate into the topics of study.  Most of these tools are generic enough that they could apply across grade levels, content areas, etc.  The NETS-S standards were written to support all K-12 teachers, but more importantly to support students in acquiring the skills necessary to be a critical part of our society and culture well after their K-12 education has come to an end. 

References:

About Edmodo. (2014). Retrieved June 7, 2014, from Edmodo: https://www.edmodo.com/about?language=en

NETS for Students 2007. (2007). Retrieved June 7, 2014, from www.ISTE.org: http://www.iste.org/standards/standards-for-students/nets-student-standards-2007

Padlet. (2014). Retrieved June 7, 2014, from Padlet: http://www.padlet.com

Prezi. (2014). Retrieved June 7, 2014, from Prezi: http://www.prezi.com

Holland, B. (2014, May 21). The Backchannel: Giving Every Student a Voice in the Blended Mobile Classroom. Retrieved June 3, 2014, from Edutopia: http://www.edutopia.org/blog/backchannel-student-voice-blended-classroom-beth-holland

Review of Project Based Learning (PBL) Exemplars - EDIM 502 (u01a1)

Project based learning (PBL) is nothing new to education and it isn't a program that a teacher can buy and implement in their classroom.  PBL is a philosophy that student learning can take place if a teacher believes in providing real world, hands on experiences in their classroom. 

Through the educational website, Edutopia, I was able to examine three exemplary PBL projects that highlighted how PBL can succeed in different parts of the United States and in different grades and subject matters. 

I have referenced these projects in the citations below, but I wanted to highlight some of my observations of these classroom environments. 

It is clear that one of the important pieces to a successful PBL learning environment involves the students being included in the choices of what is being studied.  This choice is important because it generates high levels of “buy in” from students who may otherwise be questioning the content they are being told they must learn.  The design of these learning environments is also based on students being involved in high interest topics that shows application to the content they will be or have learned.  This application to the real world is a critical piece to PBL, because it allows students to experience the “why” when it comes to learning (Armstrong, 2002).  It also adds the necessary seasoning that may be needed for content that on its own may be quite boring to students.  Not only is application to the real world important, but application to the student’s world is important (Curtis, March of the Monarchs: Students Follow the Butterflies' Migration, 2002).  If they can connect their learning to their own world, it goes a long way in retention of that concept or information.

The use of and access to experts in the field of study is another commonality among these PBL exemplars.  Bringing in experts helps students experience how these individuals can play a critical role in acquiring information or finding answers (Curtis, More Fun Than a Barrel of . . . Worms?!, 2001). 

A final piece that was evident in all of the PBL exemplars was the use of multiple forms of assessment.  Teachers who use PBL offer students different ways to show off their expertise.  This helps students see that in the real world, solving problems and wrestling with issues is assessed on multiple levels and by many different stakeholders. 

The role of the teacher and students is different in a PBL experience than a more traditional learning environment.  The PBL teachers in these exemplars all talked about how this isn’t less work, it’s just that the work shifts.  PBL educators understand that in this environment, planning time and effort increases while “in class” responsibilities often shift.  Teachers using PBL are more of a facilitator than the traditional teacher with all the answers.  PBL environments drive home to students that questions are good and its ok if teachers don’t have all the answers (Curtis, More Fun Than a Barrel of . . . Worms?!, 2001).  Student’s experiences are very different in PBL environments as well.  Students find themselves having to work very collaboratively with other classmates and realize that teamwork is key to succeeding in a project based world.  Students also learn that one team member doesn’t have all the knowledge or skills to complete the project.  It often takes different skill sets for a team to be successful.

In a PBL environment, teachers find that student engagement almost always increases.  Student choice certainly helps that, but the fact that students are getting to work on something relevant and meaningful to their own world sparks interest, curiosity and a drive to want to impress those who are viewing their work (Armstrong, 2002). 

Students today, like adults of today, are careful consumers of information.  There is a lot of information out there and it must be relevant to our lives for us to take the time to really invest in learning it.  This is why PBL can be so successful with today’s students.  PBL gives them the opportunity to work with content and topics they are interested in and it offers them a chance to see how this content impacts their own lives. 

Citations:

Armstrong, S. (2002, February 11). Geometry Students Angle into Architecture Through Project Learning. Retrieved May 11, 2014, from Edutopia: http://www.edutopia.org/geometry-real-world-students-architects 

Curtis, D. (2001, October 1). More Fun Than a Barrel of . . . Worms?! Retrieved May 11, 2014, from Edutopia: http://www.edutopia.org/more-fun-barrel-worms

Curtis, D. (2002, June 6). March of the Monarchs: Students Follow the Butterflies' Migration. Retrieved May 11, 2014, from Edutopia: http://www.edutopia.org/march-monarchs

u07a1 - Witthoff About.me

I chose to use About.me as my digital tool to attempt to capture my digital identity.  After watching videos and reading articles about our digital footprint, I found it very difficult to capture my entire digital identity in one place.  My digital identity is interwoven into our personal and professional lives which makes it challenging to capture it all.  

I used About.me to share some of who I am in the digital world.  I included some biographical information, work related links and projects I've completed through the Wilkes Instructional Media program.  

While I learned a lot through the videos and readings this week, I think this process of documenting a portion of our digital identity was the activity that made me really stop and think how much my life is tied into technology.  That isn't necessarily a bad thing, I'm just much more aware of this than I ever was before.  

http://about.me/cwitthoff/#

u06a2 - Science Webinars in Collier County, Florida

Creating and broadcasting webinars is something my office recognized as a powerful tool a couple of years ago.  I have run numerous webinars over the last two years for educators in our county and I would like to share my experiences with this technology through this blog post.  

List of a few webinars conducted by the CCPS science office

Broadcasting a webinar is a powerful way to reach out to any group that you work with or normally might meet with in person.  I have conducted webinars for large numbers of teachers, but I have also conducted webinars for just one teacher.  For either size group there are things to consider to make this use of time efficient and worthwhile to the teachers we are supporting.  

This first thing to consider is the type of webinar software to use.  In my case, it was selected for me by our technology department.  They provide us with access and a "room" through Adobe Connect.  I have found this software to be very easy to use from both a presenter and participant perspective.  This software allows me to present material using my voice and computer screen to my audience.  I have come to use this software in two major ways:

1) One on One Training: Working in such a large county (90 min. drive from North to South) and supporting all K-12 science for 43,000 students and 50 schools can be challenging to try and reach everyone and support their needs. I have started using Adobe Connect webinars to help us be more efficient with our support and respond to teacher needs in a more timely fashion. Teachers who need support that requires a quick turn around OR doesn't allow us to drive to them when they need it are both examples of where Adobe Connect is a powerful tool.  I can send the teacher the link to our Adobe Connect "room" and they click a link and either hook up a headset or call our office by phone and we are instantly connected by voice and computer screen.  We can now answer their questions, model what they need to see, etc.  The visual piece is much more powerful than an email or explanation over the phone.  

2) Science Dept. Chair Meetings: Our middle and high school department chairs meet every month. As I mentioned, with such a large land area in our county, some of these dept. chairs would drive an hour or more for a 90 minute meeting.  Two years ago, we decided to test out Adobe Connect and see if we could host one meeting per semester via webinar. The dept. chairs loved it! We still meet every month, but we alternate between meeting in person and meeting via webinar.  This is a huge time saver for all of those involved. During the webinars, the dept. chairs see the minutes of the meeting that are being taken so they can respond in real time if they have a question or if something wasn't captured accurately in the minutes.  We also record the webinars so if any members cannot make the meeting they can listen in. They also use the recorded version of the meeting to share parts of it with their department so if I explain something, they can just play my explanation and not have to do it themselves.  The screen shot above is what our software looks like and you can use the link here to watch one of our meetings.  

There are a number of things to keep in mind for successful implementation of this technology.  

• Training your users: This is critical as you can imagine.  My first few webinars, I spent time getting them familiar with the features of the software.  Basically I was doing a webinar about webinars.  They could see the software on my screen.  We would review these features each meeting until they felt comfortable using Adobe Connect.
• Practice: This cannot be overstated.  Running a meeting or training on a webinar is very different from in person.  It takes some getting used to, so practice is essential.  
• Two Screens: From the presenters perspective, I think this is a must. It's much easier to see the webinar presenter screen on one side and your content being delivered on the other.  
• How to handle questions and audio: This is something to consider and think through prior to the webinar.  I've been on webinars where audio is not controlled well and there is tons of background noise, voices, etc.  To avoid these issues, I created a "opening screen" that they saw when they logged into the webinar.  It reminded them of muting their phone line, turning off computer speakers to stop "feedback noises", etc.  My folks are now accustomed to these methods of being "polite" during the webinar.  I use a "hand raise" feature so they know I will call on them before they un-mute and ask their question or make their comment.  

All in all, I have found this to be an invaluable tool for supporting science instruction in our school district.  It's made both my life and our teachers lives more efficient and more connected.  

u06a1 - Attending a live webinar

Educational webinars are a resource I've been relying on for a few years now, so when I saw this unit I was excited for the assignments and to share my experiences.  Over the last few years, I have attended webinars from the National Science Teachers Association (NSTA), Discovery Education and webinars offered directly through my own school district.

While I personally prefer meeting and presenting in person, we know that time in the educational profession is valuable so webinars offer a number of advantages over face to face meetings/presentations.  The greatest advantage I have experienced is the ability to join the meeting from anywhere.  The county I live in (Collier County, FL) is the largest land area county east of the Mississippi.  It can take almost an 1.5 hours to drive from the southern end to the northern end of our county.  This ability to join the meeting from anywhere is very powerful.  We now can stay in our classroom, office or drive home and join the meeting.  Most webinar software has back channel features so that those involved in the meeting can send messages to the presenter, answer a question and generally stay involved in the presentation without needing to talk.  Webinars also allow many people to join the meeting and does not confine participation the way a meeting room does.  A final advantage that comes to mind is the ability to record the meeting.  Many of these webinar tools offer a recording option so that the meeting or presentation can be viewed by those who could not attend the meeting time.  

While few, there are some disadvantages to webinars as well.  Depending on the technology that the participant is using, the view of the screen can be small making it more challenging to see than on a projector screen. Presenters definitely need to be experienced at conducting webinars as these can be very different than a face to face presentation.  Attending a webinar with an inexperienced "virtual" presenter can be a downside to webinars as well.  

Webinars could easily be incorporated into the classroom.  This would be a very easy way to connect classrooms from across a county, state, country or world.  Our district provides access to the Adobe Connect webinar software.  I can connect up with any other school in the county or theoretically any school in the world who has an internet connection.  On this level and with some training, I could see both teachers and students being the "broadcasters". Our district has discussed the power of webinar / webcam technology being utilized on days when teachers are absent.  Consider two Biology teachers who are co-planning together and staying on pace with each others classrooms and then suddenly one of them is out sick for an important lesson. With webinar technology, the healthy teacher could deliver the lesson to both classrooms while the substitute teacher facilitates the learning in the sick teacher's classroom. Students would not lose that day of instruction and when the teacher returns, they could pick up the content and move ahead.  This is the type of efficiency that webinar software can bring to our schools.

Webinars offer numerous advantages at all levels of a school district and allow us to be efficient with our time, human capitol and financial resources. I will continue to attend webinars from within my own county and beyond in the future.  

u05a2 - Using Social Networks with the CCPS Science Teachers

My role with our school district is as K-12 science curriculum coordinator, so rather than creating a classroom science lesson that incorporates the use of social media, I thought I would share how my office is currently using social media with our science teachers in Naples, Florida.

The Collier County Public Schools is quite progressive when it comes to technology.  For over 5 years now, all K-12 classrooms have been equipped with video projection, interactive whiteboards, document cameras and speaker systems.  Our district is also moving to a Bring Your Own Device (BYOD) program at the start of the 2013-14 school year.  The use of social media in our school district has been discussed for some time and we recently (about a year and a half ago) adopted a social media policy in our school district.  

This new policy allowed my office to begin taking advantage of social media with our teachers and model for them how social media might play a role in their classroom.  My office consists of myself and two TSA's (Teachers on Special Assignment) and we work with a variety of teacher groups around our county. We have communicated with these groups in various ways over the years. This communication has taken the form of group emails, meeting minutes, and most recently a Learning Management System (LMS).  We are now utilizing a social media tool called Edmodo.  This tool has allowed us to create "groups" for a variety of teachers groups that we work with.  

We have invited teachers to join these Edmodo groups so they can stay up to speed with what is happening within the various user groups they want or need to join.  This "group feature" within Edmodo, also allows us to customize messages to certain groups or send one message that may pertain to multiple groups and know what each user group is receiving a consistent message from our office.

Edmodo screen of different groups

Currently, we have generated the obvious Edmodo groups such as our K-5 science program, middle school science teachers and high school science teachers.

The power of this social media platform allows us to create more specific groups as well, such as, science teachers who use digital probeware, science teachers who are flipping their classroom and those teachers who are beginning to incorporate the use of iPads into their classroom.  

Example of Edmodo Group Code 

One of the advantages to a platform like Edmodo is the similarities to other familiar social media sites like Facebook.  When we create a group for teachers to join, they have a simple "join code" that we provide to them so they can become part of the group.  These codes can be locked or reset by the group admin making it easy to manage who is able or allowed to join your group.  I will be resetting my group codes this year for the 2013-14 teachers that are invited to the groups.

Additionally we are able to manage our group members by using the built in page in Edmodo (see screen capture to the left) to keep an eye on who is currently in the group.  As teachers change roles, we keep these memberships up to date.

The most powerful feature of Edmodo is our ability to send messages directly to only those that need it.  These messages can shared to multiple groups to keep our communication efficient or members can reply to posts and dialogue with each other on a post to share ideas.  This is particularly helpful for groups of teachers who may be "isolated" at their school (i.e. science academic coach).  See the screen captures below for examples of posts and replies and posts sent to multiple groups.

Example of Edmodo post shared with multiple groups.

Edmodo Group Post + replies

This year, in addition to incorporating this example of social media, we will also be modeling another method for teachers to create "back channels" within the classroom.  This is another way for them to allow students to answer questions, provide feedback, etc. without needing to raise their hand and offer their answer for the entire class to hear.  These "back channels" allow all students to reply and even allows the teacher to expect that all students would reply.  Here is an example of a back channel I have created using Padlet for the 2013-14 Middle School Science Department Chairs.

Social media has embedded itself into many of our personal lives.  We think it is important to model for the teachers we support how to incorporate social media into their classroom and support them in using these valuable communication tools with their students.  

u05a1 - Witthoff Photo Challenge Wrap Up

The social immersion challenge I selected for this week was the "Photo-a-day" challenge.  I had only heard briefly about these 365 day photo challenges, so I checked a few of them out before starting my much reduced version that would last for a week.  

I decided that I would use my iPhone as my camera for this project.  These smartphones take great pictures and because it is with me pretty much all day, everyday, I thought I would be able to capture a number of things that were happening in my life each day.

As I started taking pictures, I began asking myself which picture would most help me remember the details of this day in my life.  The pictures in this photo challenge represent one of the key things (either personally or professionally) that was a main event in my life on that day.  

I decided to use my dropbox.com account in addition to my iPhone to complete this challenge.  Each night I would plug in my iPhone and transfer the pictures to my dropbox.com account.  Then when I wrote my blog post, I would move the pictures from dropbox.com to my Blogger account.  

I had a great time with this challenge and found this to a be a fun way to document a time period of my life.  

Here is a link to my Blogger posts for my 7 day photo challenge.