Week 12 - Technology Interviews (continued)

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Week 11 - Technology Interviews

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Week 10 - Grant writing

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Week 9 - Speed-Geeking

This week in class I had the students participate in "speed-geeking."  They spent about 8 minutes on 16 different tools:

1. Acer Chromebook
2. Samsung Chromebook
3. Lenovo Chromebook
4. Nexus 7
5. Kindle Fire
6. iPad
7. Surface tablet
8. Write About This (Pink iPad)
9. iMovie (CTLT iPad)
10. Educreations (CTLT iPad)
11. Popplet Lite (CTLT iPad)
12. Lucid Chart (Online, Google Tool)
13. WeVideo (Online, Google Tool)
14. Powtoon (Online, Google Tool)
15. Padlet (Online)
16. Educreations (Online)

I asked them to ask three questions about each of the tools - what it did? What are the benefits/drawbacks of each tool? and What grade levels would they be most appropriate for?

I brought a combination of my devices, devices from work, and CTLT devices make this day happen. I purposely wanted students to evaluate devices this time and chose non-laptop devices that schools are choosing as they move 1:1.

Based on the reflections that have already been submitted, I think that they enjoyed today. It finally let them just look at tools. It was also a good lead in to their technology review projects and spring break!

This week, I didn't spend any time discussing the pros and cons whole class once they had all reviewed the tools, I think that would add a good discussion next time.

Week 8 - The Digital Classroom

This week, I had students complete a project on the digital classroom.  When I started working on planning this class, I emailed Toy Waterman about the topics that she covered and this was one of her activities.  The week was online, again, and students were asked to chose one of five scenarios (flipped classroom, blended learning, curriculum remixing, preparing the classroom for digital learners and equipment for the classroom) and do some research about the topic they picked.  They were then asked to create a presentation that answered particular questions about the topic.

To be honest, I used the materials that Toy used previously.  In the future, I will keep this topic but, change some of the options and requirements to incorporate more information about 1:1 settings at different grade levels, BYOD programs and possibly STEM settings.  I think the foundational work that was provided was good but that students would benefit from a change in topics!

Week 7 - Being a Connected Educator, Part 2

This week, I decided to stick with the connected educator theme and have students do some more work on building their PLN.  They were asked to participate in a twitter chat (which caused some technical frustrations for some), follow new people on twitter, read some professional blogs and subscribe to them.  Basically, I wanted them to continue to connect with people online and to watch how educators represent themselves online.  I had to have a few little conversations with students about twitter usernames they chose or the picture they used but, all in all it seemed to be a good week.

Students noticed that I switched topics based on their feedback and made a point to tell me that they appreciated it.  I think spending some additional time submersing themselves in online learning will help them to be better teachers and connected educators in the future!

Week 6 - Social Media

This week, I had to move class online because Audra was sick.  Such is the life of a working mom!  I'm thankful that my students were ok with me moving class online!  Also, I had a guest speaker planned for class but, we were able to rearrange that to last night (Sunday).

I met Toby through at EdCampOmaha last March.  He is a PhD student at OSU.  I thought that he would be the perfect person to help talk to my students about using social media NOW and in the future.  Toby talked about the benefits of being a connected educator and students were able to ask him questions during the hangout.  The students have had such great questions that instead of focusing on digital citizenship next week, I am going to change course a little bit and talk more about the power of social networking for educators.  I think it will better meet their needs right now but, I need to figure out a way to work more digital citizenship into the week as well.  Perhaps more responsible use for teachers and how to represent yourself online would be appropriate.

Teaching this class is a challennge but I am thoroughly enjoying it!

Week 5 - Standards, Standards, Standards!

This last week has been the first online class that we have had this semester.  Based off of the feedback that students left for me last week, I think that students have been well introduced to the Common Core standards and other content specific standards so instead I chose to focus this week on the ISTE Standards for Teachers and Students.  I used an AEA resource, Atomic Learning, to have students do a self assessment of what their understanding for the ISTE Standards for Teachers.  The tool we used, rates participants in how well they understand each standard.  It was interesting for me to look through their areas of strength and weakness.  I also asked them to self reflect on their results.

In addition to the ISTE Standards for Teachers, I had students explore the ISTE profiles from the standards for students and write lesson ideas based on the standards.  I think that the breadth of the ISTE Standards for Students surprised them -- they are so much more than tools and digital citizenship!

It was interesting for the week to be online - much more work to set up.  This week was pretty low key in terms of online tasks but, I think it's going well!

Week 4 - Choosing the right tool

The focus of class last night was about choosing the right tool to meet the needs of the lesson as well as to introduce lesson writing to students.  To do this, I had them refer back to Harris and Hofer's 5 steps in planning a lesson:

1. Determine Lesson Purpose
2. Make pedagogical decisions
3. Select activity types
4. Select the appropriate assessment
5. Choose the right tool(s)

I hope that the message that content first and THEN technology to support the learning.  I know that my students are started to get frustrated because they would like to focus on tools but, I think that it's important for them to understand the importance of this.  

To work through this during class, I had students practice writing learning objectives, describing the pedagogical context based on Harris and Hofer's continua and then to choose tools to match the learning objectives and context.  I thought that this would be good practice for them and also allow me to provide some feedback to them before they write their lesson plans.

I realized tonight that these students are much different than where the teachers that I work with on a daily basis are.  I've taken for granted the past 2 years the foundational knowledge and experience that my staff has!  It's also much easier to lesson plan when you know your students and classroom situation and spend time with them each day.  I need to figure out a better way to approach this activity and work with students as they begin writing their lesson plans!

Week 3 - SAMR

Whoosh!  After the drama of the internet last week, I think that this week's class went very well!  We started the class with discussing in their groups from the TPACK activity last week what their favorite and least favorite activities were from the wiki.  They had to defend their choices from their point of view and then as a team, decide what activity best exemplified TPACK.  In this case, it was the activities that were also in the top half of how they had rated the sites within their role.  The conversations that occurred afterwards were great!  Some groups actually identified the same best activity as another groups least.  It was a content heavy activity and a good conversation between the students. Turns out there were some elementary/secondary beliefs that we needed to sort out!

From there, I moved the conversation to SAMR.  I believe that SAMR applies to when teachers are within the TPACK sweet spot.  At school, I use SAMR instead of TPACK because of this.  We had a good conversation about the contextual nature of SAMR during class today as well as how SAMR and Blooms taxonomy are intertwined.  To finish up, I asked students to pick 3 tools on the SAMR/Blooms wheel and say why they think each tool was placed where it was.  I'm hoping that these first two weeks of class help to lay the groundwork and theoretical ideas for them to base their work off of the rest of the semester!

Week 2 - TPACK

This week for class, I asked students to read the article "Grounded Technology Integration" by Harris and Hofer.  This article is one of my favorites to use with teachers as it is approachable for them and also outlines the ideas of TPACK and SAMR without getting two far into either framework.  I think that Grounded Technology Integration explains the TPACK framework in that good teaching and technology use implements technology that supports teaching strategies relative to the content knowledge that is necessary for students.  It also speaks about how teachers much plan the content (standards) first, then the learning context and finally the technology to support both of these structures.

The students seemed to like the 8 continua that Harris and Hofer identify for planning with technology in the classroom.  As we talked about the basis of the article in class, students made connections to prior learning about TPACK in their other courses as well.  After using the presentation linked on the class site, I had students break into groups of three to complete an activity to further discuss and define TPACK.  Each student was assigned a role, technophile, pedogogical expert, and content expert and asked to peruse a number of different classroom activities and lessons and evaluate them based on their role.  Unfortunately, this is where it all went wrong and we lost internet access in the classroom.  To change the activity for students to still be able to participate, I asked them to take notes on a shared doc with their teams over the next week and we will recap TPACK on the 29th!

In retrospect, I probably needed a back up plan in case we lose connectivity again!  I will have to see how this process worked next week and evaluate and possibly reform the activity for class next week!

Week 1 - Course Introductions

This week was the first week of CI 302 for the semester.  It's probably safe to assume that today was the easiest class that I will have all semester - in prep and in teaching.  We started with introductions, a read through the syllabus and schedule, expectations and my teaching philosophy.  I can already tell that teaching this class will stretch me professionally as I learn and grow with the students.  Here is a link to the website for the course.  I'm hoping to model a modified LMS through using Google Sites rather than a traditional LMS like Blackboard, Moodle, etc.

This week I also had students set up their blogs for the semester.  I gave them the choice of Blogger or Edublogs.  Many chose to use Blogger because it is connected to their Google account.  This blog will serve as their reflective vehicle for the semester as well as provide me formative feedback on their connections and understandings throughout the course!

Finally, I asked the students to complete a form to help me get to know them this semester.  I asked about what they hoped to learn in CI 302 as well as the tools that interested them the most.  This should be a fun semester!