Tech, Tech, and More Tech

Each school year, as I begin planning my days and units I am amazed at the changes and progression of technology. Last year, I was excited to use iPads, really focus on blogging with my students, and begin our Twitter classroom account. The connections made and sharing abilities proved to be successful, and provided ample learning opportunities for my students. This year, the options are endless: iPads, blogging, Edmodo, chromebooks, apps galore, and Web 2.0 tools. Initially, I felt overwhelmed trying to discover new and innovative ways to use these tools. How do I know which tools is the best for the job? How can I decide which device to use? These questions led me to wonder, is there truly an answer? Can one tool be the “be all, end all?”

As I began to reflect, I immediately disregarded these initial queries. I think that we have multiple tools because they are each unique and beneficial in their own ways. If I didn’t have laptops, I would want them. If I didn’t have iPads, I would wonder how to complete projects. Limiting ones tools is not the answer. Discovering how to use them, and allowing students to use what works best for them is a better response. My appreciation and excitement has flourished as I imagine the projects and possibilities that technology lends itself to. Let the 2015 school year begin!

Coding: The Next Generation

“We live in a world that is changing more rapidly than ever before. Today’s children will face a continual stream of new issues and unexpected challenges in the future. Many things that they learn today will be obsolete tomorrow. To thrive, they must learn to design innovative solutions to the unexpected problems that will undoubtedly arise in their lives. Their success and satisfaction will be based on their ability to think and act creatively. Knowledge alone is not enough: they must learn how to use their knowledge creatively.” Mitch Resnick

When thinking about setting up our students up for success in the future, what kind of skills do you feel they need? A few ideas come to mind: How to problem solve, how to work cooperatively together, how to persevere, and how to think outside of the box. Keeping these ideals in mind, has caused me to reflect upon my own teaching in the last year. Do I provide opportunities for these skills to develop to my classroom?

Through my master’s course, I have been exposed to a lot of the current research in the learning sciences, and am continuing to find ways to challenge my own thinking. If the research says students need opportunities to play and discover, how can I ensure I provide these in my class?

Today, my students participated in the Hour of Code, a global movement designed to introduce students to computer programming and making it possible for all students to learn the basics of coding. I initially showed my students a couple tutorials and then just let them play. What happened next was something I dream of as a teacher. My students were 100% engaged, they collaborated and helped one another out, they shared their skills and taught each other, they problem solved, they persevered, and they were creative! However, the most powerful piece of this lesson was when it ended and the responses I heard:
“This was the best class ever!”
“Oh my gosh, that was so much fun!”
“Ms. Petley, can we please do this again?”

Do you need to know how to code in order for your students to learn? Model learning together. Model problem solving. Let them experiment and teach you. Let them be creative. Let them code!

Helping each other out during the #HourOfCode

Helping each other out during the #HourOfCode

We participated in the #HourOfCode

We participated in the #HourOfCode

Resnick, M. (2014). Give p’s a chance: Projects, peers, passion, play. Constructionism and Creativity conference, opening keynote. Vienna.

The Power of Creativity

Yesterday was International Dot Day and my class eagerly participated in the event. We began the morning by reading the story, The Dot, by Peter Reynolds. We discussed what the book meant, and the power of creativity and believing in yourself. Students were then given the opportunity to create their own dots. Using the app DooDoo Lite, students were thoroughly engaged in the work that they were completing. They were all unique and meant something to the individual student. Students then wrote a blog entry about what their dot represented, or what it meant to them, and their responses were incredibly powerful. Here are a couple examples:

Today was international dot day . My dot {shown below} is a meaning of Peace . A world without pain or sorrow nor is anyone unhappy. The world I just described below Is a happy world that my dot resembles. The lines are laughter waves.

Today is International Dot Day! My dot is about happiness. Also It is about the colorfulness in the world. I want people to be inspired by this dot to never think negative but positive. Well that’s all I have to say. Bye- Bye for now!

All too often it is easy to underestimate the power of art and the abilities of students to share their thoughts. I think at times because they are so young, we question whether students can really understand a concept or make it their own. This task proved to me that when students are given the freedom to express themselves and their thoughts, their responses can be more powerful than ever imagined.

If you want to read more of my students responses check out their blogs.

Below is a compiled video of their dot creations for International Dot Day.

Inspiring Student Questioning

Sometimes I forget what the first week of school is like; the endless questions, the establishing of routines, trying to make connections with every student, and the feeling of exhaustion when I leave the building. This week has been all of that and more!

Yesterday I set up my classroom blogs with my students. The energy in the class was booming, questioning were flaring, and excitement was all around. How do I do this? How do I do that? The questions continued, organized chaos was surmounting, but levels of engagement in my students were the highest I had seen all week. This led me to question what is it about blogging that has my students so engaged?

I am not sure what the answer is to that question, but have come up with two ideas or reasons why kids love to blog:
1) They are using technology that they love to use. When we embrace a tool that students have access to outside of the classroom, we show them that we value it. We begin to bridge the walls between the formal and informal learning environment.
2) Students are able to make connections to the real world. The idea that someone on the other side of the globe could be reading what my students were writing had them excited more than ever before. They are eager to share what they know and make connections to others. It makes learning real!

This morning I received an e-mail indicating that I needed to approve a post one students had written. As I read it, I couldn’t help but be proud and excited about her inquisitive question: What are you teaching the world?

If you have a moment of spare time, please click here to respond to her question. I know it would make her day, and inspire further powerful questioning to continue.

Who Knew 9 Year Olds Would Love to Tweet?

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For the past year I have solidly become an addict of twitter to build a professional network, and have experienced first hand the great abilities of it, the connections one can make, and the endless learning that is present. This year I decided to create a twitter account for my class, as a way for my students to share their learning and make learning “real.”

As I took on this endeavor of tweeting for the first time today I was amazed with the level of engagement and excitement in my students and thought I would share a little advice and observations that I saw in my class:

The Process: I opened our class twitter account on the smartboard, gave a quick low-down on what twitter is and our account, and then began to explain how to tweet. For our first tweet, I wanted the students to work together in their groups to collectively figure out how they would decide what to tweet and come up with a precise 140 character phrase. I provided them with this tweet form as a way to organize their thoughts.
It was great to watch them working together, debating the “best” way to say something, erasing their sentence when they realized they missed a word, and observing the general excitement among them.

Once each group had a finalized idea of what they would share, they came up to my class computer and typed out their tweet together. Most of them didn’t know how to make the hashtag (#) symbol, but besides that it was relatively painless. Their faces beamed as they watched in real-time, their tweets appear on the smartboard. It was like they were performing magic!

Where to go from here? My plan from here on is to start small with a “tweet of a day,” which will occur at morning and lunch recess, and the end of the day. I want the students to use their tweets as a way to reflect on the things that they have learned and also to share exciting things that are happening in their school life. I have left the sheets out for the students to use whenever they would like, on their own, with a partner, or in a group.

I initially questioned how to get my students excited about twitter and the idea of tweeting, but as I began talking to them about it, it became apparent to me that I didn’t need to at all. Kids love using technology! They love to teach their parents about it, love using the tools their older siblings use, and love things that are current in society. Why not allow the classroom to be the platform where all these tools can come to life and students can experience learning in a whole new way?

Please follow our classroom @mspetleysclass

Hook Your Students Through Video App Smashing

I am always looking for new ways to “hook” students and make them excited about learning a new topic or unit. As the school year is coming closer to beginning, my colleague and I were brainstorming ideas about how to introduce Spanish class. At our school, when students enter grade four, it’s their first year of taking Spanish, which in itself is exciting enough. Normally, I show a little powerpoint, but thought this year creating a video would be more intriguing.

I used four apps to make the video, which initially took about two hours, but I’m hoping over time will become less. I’m sure the students could have made it much quicker than I did! Here are the apps I used:

1) Tellagami: This is a free app that allows you to design your background and character, and record up to 30 secs of either your voice or text. It is very user friendly! This app was used at the last scene in my video.

2) Puppet Pals 2: The version I used is free, so is limited to selective scenes, characters, and props, but it is optional to upgrade. This app allows users to choose a scene and character, and manipulate the character’s moves throughout the scenery, while simultaneously recording your voice.

3) Explain Everything: This app is $2.99, but well worth the price. I was able to import my previously created videos, and add specific props/pictures that I wasn’t able to add in the other apps. This app is capable of doing so much more than I used it for, so definitely challenge your students with this one.

4) iMovie: The price for this app is $4.99, or free to new iPad users (I believe this is free as a package on all the new iPad 5s). Through this app, I compiled all of my clips to make one coherent and fluid movie.

From this video, it’s clear that I am an amateur, but through making it, I came to the realization that the capabilities with app smashing and the abilities of our tech-savvy students, is a recipe for greatness!

So You Want to Integrate Technology Into Your Lessons?

As part of my master’s program, I had a group task that had to tackle an aspect of design based learning. My group decided to create a lesson planning template, which teachers could use to find ways to integrate technology into their lessons in meaningful and engaging ways. We wanted it to be teacher friendly, and easy to use.

We first created a flow chart, in which teachers could ask themselves questions about ways in which they could revise a previous lesson. For parts 2/4 of the chart, within the lesson template, we developed specific questions which teachers could ask themselves and reflect upon. For part 6 of the chart, we then developed a technology toolbox that could help to guide teachers in choosing an appropriate technology tool. As teachers become more efficient and discover new tools, then can continue to add to their own technology toolbox.

Here is an example of what a revised lesson could look like.

We designed this in hopes of helping teachers to find easy, manageable, and meaningful ways to integrate technology into their lessons. Feel free to share, and challenge yourself and your staff to continue to use technology to engage students!

A link to our presentation.

Credits to Project: WAKE up! (Wun Yeung, Andrea Spinner, Kris Hopkins, Erin Petley)