Web 2.0 Title screen • through my PLN, I recently discovered a new method for presentations • this is my first time for creating this time of presentation which is pretty scary given that this is a job interview • might be ill-‐advised, but then again, diving in and trying new things is what technology coaches ask teachers to do, so… if I’m going to ask a teacher to be a little fearless, I need to be a little fearless myself Pecha Kucha (pe chek a chu) • the format is called a pe chek a chu and it was invented by architects for architects – mostly in self-‐defense and necessity because if you give an architect a slideshow with pretty pictures and a microphone, you’re in for a long night • the rules are simple: 20 slides, 20 seconds each My 2.0 Classroom • I’ll start off my presentation by showing you an overview of the different technology that you would see in use in my classroom throughout the year • some I’ve used for several years and some were brand new adventures this year • each of the technologies you see here have been used in my classroom, so I will spend a little time detailing each of them in this presentation Still Like to Try • there are things I’d still like to try that I haven’t yet incorporated into my classroom: o pln’s for students o prezi’s –for student presentations o voicethread for alternative assessments and small group collaborative work Wikispaces • this is a screen shot of my class wiki • love wikis for their portability and collaborative possibilities • one way I use my class website is to post tutorial videos created with my Promethean board and Jing – students respond well to these and say it helps them with their homework Collaborative Wikis • the discussion feature of wikispaces enables teachers to post thoughtful questions that encourage students to discuss ideas rather than just regurgitate facts • I’ve also had students create their own digital textbooks in a wiki format – a wikibook is more engaging than a regular textbook because of the interactivity – best of all, students create it Online Learning • another use for wikis is as an online supplement; these two screen shots are examples of online units I created for students to use as extra help or as an additional assessment; students who missed classes or who wanted additional practice were encouraged to takes advantage of the units Google Docs • discovered google docs in grad school • one of the most powerful things about google docs is that a teacher can comment on work in progress so that the student can make adjustments on the fly before their work is “final.” • this improves the quality of the final product and makes the work more meaningful and authentic since peer review and revision is a part of the normal work flow in the “real world” Google Docs 2 • I’ve discovered that the less instruction I give my students regarding the use of new technology, the better; students work more independently when they know I’m not going to swoop in and walk them through every step; here is an example of an introductory assignment I give my classes to teach them how cool google docs are Blogging • one of the best lessons I did this year involved blogging; I had students watch a video about a musician who is profoundly deaf and then read her essay about sound and hearing. Their assignment was to comment on the blog and ask questions of two different student’s posts; in one day, there were 109 comments from two classes. Edmodo
• originally used edmodo as a way to communicate with students without internet access • this year moved edmodo into my classroom more by having students find videos and share them with each other, submit success criteria checks, and even participate in quick contests to see who could post the most original facts on a topic in a given time period Online Simulations (2 slides) • Another web technology I use regularly in my classroom is online simulations. PhET – Physics Education Technology is a great source for these sims. Originally, PhET was only physics topics, but it has expanded to include topics in chemistry, biology, earth science, and math. By using these simulations, students can manipulate variables, conduct inquiry-‐based labs, and learn by doing. As an example, in this simulation, students learn how to look at the relationships between the weights of different shapes – an exercise which helps algebra students to visualize inequalities and equations. Concept Mapping • concept mapping helps students to make sense of big ideas and how the smaller pieces fit together in the big picture • because there is no one right way to make a concept map, student must be able to think about their thinking and defend their placement of their nodes on the concept map • c-‐map is one of the online tools I have used with student to create their concept maps Flip cameras • a simple flip camera in the hands of students can be used to gather data in lab investigations, to interview each other about predictions for the outcome of an investigation or interview each other after an investigation as a de-‐brief; I’ve used my flip camera in all of these ways and found that student respond well • Student Response Systems • ActiveInspire software is great for manipulating objects on the screen such as this screen shot where students could pull up atoms in order to balance the equation; later on the flipchart, the students are asked a question about a balanced equation; clickers are used as a form of formative assessment Activegrade • online, standards-‐based gradebook • gives teachers more information at a glance than traditional gradebooks; it’s visually appealing, and teachers can drill down by clicking on any standard • students log on to activegrade and see a bar graph representing their progress along each standard – they can also drill down to see the details for every standard – along with teacher comments 21st Century Old-‐School • 21st century learning isn’t necessarily just computers and software – it’s a way of approaching learning • here’s an old school clicker that I often use in class when a diagram or a more complex response is needed for formative assessment • concept maps don’t have to be done on the computer: post –it notes as nodes on the student’s desk is a another way to get 21st century thinking into a classroom without computers Possibilities? • I’m not making light of copyright infringement with this slide, but this picture reminded me of one of my favorite quotes about 21st century skills – It sums up my view of the shift in learning that we are currently experiencing Learning Revolution • I believe we are in an exciting time in our world; we are witnessing a shift from the Information Age to the “What Can You Do With Your Information Age” Working together with teachers and building leaders, technology coaches are the leaders in supporting schools in order to give our students the help they need to be prepared for and succeed in the 21st century.